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Maths Newsletter Summer 2010 (for Web)|Views: 277|Likes: 5

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09/03/2010

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**Welcome to the summer edition of the Lancashire Primary Mathematics Team newsletter!
**

The focus for this term is developing reasoning in mathematics. The 2009 DCSF report ‘Development of Maths Capabilities and Confidence in Primary School’ arose as the result of a project looking at the development of competence and confidence in different aspects of maths and the effect of this on young people’s results and future employment prospects. Three of their six key findings relate to the importance of reasoning, the main one stating that: ‘Mathematical reasoning, even more so than children’s knowledge of arithmetic, is important for children’s later achievement in mathematics.’ Alongside all of the regular updates and features, within this newsletter you will find a variety of resources aimed at supporting you to develop this important aspect of mathematics. These include: - starting points for reasoning and enquiry - learning prompts to support children’s responses - progression through the reasoning strand of the mathematics framework - a new ‘Home Corner’ section, outlining ways in which parents can help Don’t forget the newsletter section on our website which has links to further documents and a staff meeting for subject leaders to run in schools. As ever, if you have feedback on any of the articles in this newsletter, please contact us using the details on page two. In team news, we would like to bid farewell to Anne Porter who returns to school following her secondment. We would like to thank her for her contribution to the team and the schools that she has supported whilst working with us and wish her the very best for the future. We hope you have a fruitful summer term and a restful break when the holiday season appears.

The Lancashire Primary Mathematics Team

**Team Information and Contents The Lancashire Mathematics Team
**

Team Leader / Senior Adviser Primary Mathematics Consultants Alison Hartley Lynsey Edwards (Senior Consultant), Sue Bailey, Tracy Dimmock, Sue Farrar, Anne Porter, Emma Radcliffe, Angeli Slack, Kerry Swarbrick, Andrew Taylor, Peter Toogood Phone: Fax: E-Mail: Write to: 01257 516102 01257 516103 mathematics@lancashire.gov.uk LPDS Centre, Southport Road Chorley, PR7 1NG Website: www.lancsngfl.ac.uk/curriculum/math

Team Contact Details

Contents

Mathematics Specialist Teacher Programme Steps to Success in Mathematics: Securing Progress for all Children How Can the Mathematics Team Support Your Professional Development? NRICH - Fantastic Resources to Enhance Children’s Understanding EYFS Corner Every Child Counts National Strategies Publications Numbers and Patterns: Laying the Foundations of Mathematics The Home Corner Reasoning Resources - NCETM Prompts to Support Children’s Oral Reasoning Reasoning and Enquiry Starting Points Progression Through the Reasoning Theme in the Using and Applying Strand Puzzle Page 3 3 4 5 6 7 8 9 10 12 13 14 18 20

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The Lancashire Primary Mathematics Team

**Mathematics Specialist Teacher Programme
**

Our 52 teachers have bravely embarked upon their journey towards becoming a Mathematics Specialist Teacher (MaST). In a world where admitting an inability to ‘do’ maths has become socially acceptable, they have somewhat of an uphill task in their role as champions of mathematics, but are ready to embrace the challenge! The Spring term local meetings have focused on the progression in division and fractions. This has been further supported by working with Edge Hill University. Teachers are encouraged to network and share their experiences through the use of the Blackboard virtual learning environment set up by Edge Hill. If you are lucky enough to have a MaST working in your school, please give them your support! If you don’t have a MaST in your school, and would like more information about becoming one, please contact Angela Jamieson on 01257 516102.

**Steps to Success in Mathematics...
**

...Securing Progress for all Children Steps to success in mathematics: Securing progress for all children is a DVD-based compendium of National Strategies primaryfocused mathematics materials and resources. These resources have been developed to help you to plan and provide teaching and learning in mathematics that will ensure all children make progress through the National Curriculum levels over Key Stages 1 and 2. The DVD is structured around a level-to-level approach and brings together the following publications and documents: • Securing levels in mathematics for levels 1 to 5 • What I can do in mathematics for levels 1 to 5 • Overcoming barriers in mathematics for level 1 to 2, level 2 to 3, level 3 to 4 and level 4 to 5 • Assessing Pupils’ Progress mathematics guidelines for level 1 to 2, level 2 to 3, level 3 to 4 and level 4 to 5 All of these publications are linked to the Primary Framework but to help you to access supporting materials the DVD also contains: • Primary Framework yearly overviews for each year group, 1 to 6 • Pitch and expectations for each year group, 1 to 6 One DVD will come into every school this term. All the materials on the DVD can be accessed in the same way on the following website: www.banddmaths.co.uk/strategies_resources/resources/index.html

The Lancashire Primary Mathematics Team

The Lancashire Mathematics Team

3

**How Can the Mathematics Team Support Your Professional Development?
**

In addition to providing National Strategy courses we also provide a wide range of marketed courses. Why not take a look at the Learning Excellence site to see if we are running a course which would benefit the professional development of a member of your staff?

Summer Term 2010

08/06/2010 01/07/2010 12/07/2010 MAT115a MAT111b MAT119a LPDS Centre Woodlands Woodlands Effective Use of the Starter Session in Mathematics Lessons Improving Maths Subject Knowledge: Understanding Shape Support for Mathematics – Moving Through Levels 2&3

**Autumn Term 2010
**

29/09/2010 15/10/2010 21/10/2010 05/11/2010 11/11/2010 19/11/2010 26/11/2010 02/12/2010 MAT115b MAT117b MAT116a MAT114a MAT122a MAT106b MAT118a MAT121a LPDS Centre LPDS Centre LPDS Centre Woodlands Woodlands Woodlands Woodlands Woodlands Effective Use of the Starter Session in Mathematics Lessons Guided Learning in Mathematics Problem Solving, Reasoning and Numeracy in the FS Improving Maths Subject Knowledge: Handling Data Support for Mathematics – Moving Through Level 5 Mathematics for NQTs New to Mathematics Subject Leader Day One Support for Mathematics – Moving Through Level 4

For further information about all these courses access the Learning Excellence Website on www.learningexcellence.net or via our links on the Mathematics Team website www.lancsngfl.ac.uk/curriculum/math.

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The Lancashire Primary Mathematics Team

The Lancashire Mathematics Team

**NRICH - Fantastic Resources to Enhance Children’s Understanding
**

www.nrich.maths.org A number of years ago, Cambridge University embarked upon developing this website dedicated to enriching children’s experience of mathematics.

There is a monthly theme and a number of problems, puzzles, games and articles are published on the site for use by teachers and pupils. All of the puzzles, problems and games over the last few years have been aligned to objectives from the Renewed Framework in the Curriculum Mapping Documents. These documents are interactive to enable teachers to access the appropriate puzzle direct from the link beneath the objective (see below). The puzzles are linked to appropriate Key Stages and each has a difficulty rating, from one star to three stars, with three stars being most challenging. The puzzles contain teacher notes (which illustrate how the puzzle can be differentiated up and down), a hint (a possible starting point for those who are struggling to get going) and answers that have been submitted by children, with exemplified explanations and NRICH www.nrich.maths.org problems linked to the Framework for teaching mathematics in Years 3, 4, 5 and 6 processes.

A list of recent updates can be found at the end of this document. The letters and numbers refer to blocks and units.

(N.B. This is work in progress– we would really appreciate your comments. Please email emp1001@cam.ac.uk)

Strand 1 - Using and Applying

The puzzles can be used in a number of ways, especially as stimuli for guided group work focusing on children’s problem solving, communicating and reasoning. (Most of our puzzle page problems have been taken from the nrich website).

Year 3 Solve one-step and two-step problems involving numbers, money or measures, including time, choosing and carrying out appropriate calculations NRICH: A Square of Numbers A3 B2 B3 D1 D3 E2 E3

Year 4 Solve one-step and two-step problems involving numbers, money or measures, including time; choose and carry out appropriate calculations, using calculator methods where appropriate NRICH: The Puzzling Sweet Shop A3 B1 B3 D1 D2 D3 Represent a puzzle or problem using number sentences, statements or diagrams; use these to solve the problem; present and interpret the solution in the context of the problem NRICH: Buying a Balloon E1 E2 E3

Year 5 Solve one-step and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator use NRICH: Money Bags NRICH: Amy’s Dominoes D1 D2 D3 E1 E3 Represent a puzzle or problem by identifying and recording the information or calculations needed to solve it; find possible solutions and confirm them in the context of the problem NRICH: Sealed Solution NRICH: Prison Cells B2 B3 E1 E2 E3 Plan and pursue an enquiry; present evidence by collecting, organising and interpreting information; suggest extensions to the enquiry

Year 6 Solve multi-step problems, and problems involving fractions, decimals and percentages; choose and use appropriate calculation strategies at each stage, including calculator use NRICH: Two Primes Make One Square NRICH: What’s it Worth? D1 D2 D3 E1 E3 Tabulate systematically the information in a problem or puzzle; identify and record the steps or calculations needed to solve it, using symbols where appropriate; interpret solutions in the original context and check their accuracy NRICH: Counting Cards B2 B3 E1 E2 E3 Suggest, plan and develop lines of enquiry; collect, organise and represent information, interpret results and review methods; identify and answer related questions

Year 6-7 Solve problems by breaking down complex calculations into simpler steps; choose and use operations and calculation strategies appropriate to the numbers and context; try alternative approaches to overcome difficulties; present, interpret and compare solutions Represent information or unknown numbers in a problem, for example in a table, formula or equation; explain solutions in the context of the problem

Represent the information in a puzzle or problem using numbers, images or diagrams; use these to find a solution and present it in context, where appropriate using £.p notation or units of measure

Follow a line of enquiry by deciding what information is important; make and use lists, tables and graphs to organise and interpret the information NRICH: Sweets in a Box C1 C2 C3 E1 E3

Suggest a line of enquiry and the strategy needed to follow it; collect, organise and interpret selected information to find answers

Develop and evaluate lines of enquiry; identify, collect, organise and analyse relevant information; decide how best to represent conclusions and what further questions to ask

The Lancashire Primary Mathematics Team

The Lancashire Mathematics Team

5

**National Strategy Publications
**

Overcoming Barriers

These materials provide guidance for teachers in undertaking an initial identification of the barriers in mathematics that slow pupils' progress and limit their attainment. They are based around the Renewed Framework and link to the Blocks and Units. There is support for planning and teaching to help pupils overcome the identified barriers, re-assess their learning, and recognise the progress they have made. These resources can be ordered by contacting Teachernet on 0845 6022260.

Ref: 00021-2009

Ref: 00149-2008

Ref: 00695-2007PCK-EN

Ref: 00904-2009BKT-EN

Securing Levels

These materials identify key areas of learning that children need to secure to attain a particular level in mathematics. While you can integrate the ideas from these materials into your ongoing planning, you could also use them to plan targeted support for particular groups of children.

Ref: 00041-2010BKT-EN

Ref: 00687-2009BKT-EN

Ref: 00388-2009

Ref: 00065-2009

Ref: 00866-2009BKT-EN

These documents are supported by booklets entitled ‘What I can do in Mathematics’. These take the assessment checklists and present them in a form that can be used in the classroom with space for children to record their mathematical working and answers. These can be downloaded from the One to One section of our website: www.lancsngfl.ac.uk/curriculum/math.index.php?category_id=933.

6

The Lancashire Primary Mathematics Team

**Numbers and Patterns...
**

...Laying the Foundations of Mathematics

This document was provided for all schools during the Spring term. The file is divided into six sections: • Introduction - an overview of the structure of the materials and how they relate to the Development Matters statements and the Year 1 Primary Framework objectives. • Observation, assessment and planning - guidance on how these support children’s development and learning in mathematics, along with an example of an observation schedule. • Steps in learning - charts outlining the phases within the Number words and numerals and Counting sets themes; includes potential difficulties and guidance on the use of models and images to help overcome these. • Enabling environments - 12 cards with examples of how children’s learning in mathematics can be supported through the environment. • Role of the adult - how adults can support and extend children’s mathematical learning. It offers examples of how to interact with children’s freely-chosen play and some starting points for activities. • Supporting material - additional key messages, audits and extracts from related publications. Progression through the phases for each of the themes can be seen below. Phase 1 2 Number words and numerals Children’s awareness, understanding and use of the language of number Development of children’s knowledge and use of the number sequence from one to five, and recognition of the numerals 1 to 5. Development of children’s knowledge of the number sequence from one to nine and recognition of the numerals 1 to 9. Extending the range of numbers that children can confidently use, to include zero and numbers to 20. Counting sets Development of children’s early awareness of quantity Development of children’s ability to count up to five objects and to recognise, without counting, sets of one, two or three objects. Extending children’s counting skills to enable them to count up to ten objects, actions or sounds accurately. Extending children’s counting skills to enable them to count up to ten objects accurately, in any arrangement. The early stages of addition and subtraction are developed as children begin to partition and combine sets and to remove objects from sets. Extending children’s counting skills to enable them to estimate, count and compare sets of up to 20 objects. Addition and subtraction are further developed as children partition and combine sets and count on and back. Using children’s counting skills to support addition and subtraction through counting on and back and through counting from the smaller to the larger number to find a difference. Children also use their ability to count in twos, fives and tens to count large groups of objects efficiently.

3

4

5

6

Extending the range of numbers that children can confidently use, to include numbers to 30. Children also start to explore the sequences of numbers when they count from zero in twos, fives and tens. Extending the range of numbers that children can confidently use, to include numbers to 100. Children also become more secure in counting forwards and backwards in twos, fives and tens.

For information on how to order this publication please see page 8.

The Lancashire Primary Mathematics Team

7

EYFS Corner

‘For children to become (young) mathematicians requires creative thinking, an element of risk-taking, imagination and invention – dispositions that are impossible to develop within the confines of a work-sheet or teacher-led written mathematics.’ Carruthers, E. and Worthington, M. (2003)

These recent publications support and help to develop this view of mathematics with young children...

**Numbers and patterns - laying the foundations of mathematics
**

This excellent new resource provides support for Early Years practitioners and Year 1 teachers. This resource can be downloaded from: http://nationalstrategies. standards.dcsf.gov.uk/node/273401 Published in 2009 Ref: 01011-2009DOM-EN

**Mark Making Matters – young children making meaning in all areas of learning and development
**

This booklet aims to support practitioners in understanding the significance of their role in fostering and celebrating children’s mark making, through the provision of a thoughtfully planned environment that is rich in opportunities. Case studies are used throughout to provide ‘real-life’ examples of how practitioners work with children to support their all-round development but with specific emphasis on mark making. This resource can be downloaded from: http://nationalstrategies.standards.dcsf.gov.uk/node/132558. Published in 2008 Ref: 00767-2008BKT-EN

**Children thinking mathematically: PSRN essential knowledge for Early Years practitioners
**

This booklet takes Mark Making Matters further and extends and develops the concepts explored there with particular reference to the three strands of PSRN. This booklet aims to help practitioners ‘see’ the mathematics in children’s play and concludes with consideration of transition between EYFS and Year 1. Published 2009 Ref: 00861-2009BKT-EN

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The Lancashire Primary Mathematics Team

Every Child Counts

The National Annual data for Numbers Count has been very positive with children making on average 13.5 months progress within just three months. Lancashire was ranked 4th out of the 27 Local Authorities during 2008/09. The successes of the Every Child Counts programme have been recognised by Parliament, where a number of MPs congratulated the hard work of the pupils and teachers involved. Accreditation Numbers Count Teachers need to provide evidence about how they have met a total of 23 standards and requirements in order to be awarded accreditation. On the 21st January, nine Numbers Count Teachers were awarded their accreditation by Jonathan Hewitt and Paul Duckworth. Numbers Count Teachers who have been awarded accreditation include: Cath Harrison (Cherry Fold Community Primary School, Burnley) Nicky Smith (Lord Street Primary School, Colne) Sally Bryden (St Matthew’s CE Primary School, Preston) Tracey Beaven (Walverden Primary School, Nelson) Liz Tobin (St John’s Catholic Primary School, Skelmersdale) Katie Leyland (Blessed Sacrament Catholic Primary School, Preston) Joanne Richards (Hyndburn Park Primary School) Rachel Warner (Seven Stars Primary School, Leyland) Therese Lakeland (St Joseph’s Catholic Primary School, Preston) Congratulations to all! Numbers Count Teachers who joined the programme in September are currently working towards their accreditation.

The Lancashire Primary Mathematics Team

9

**The Home Corner
**

This new section is aimed at highlighting how parents can help their children in everyday activities involving reasoning... Shopping - Money

Talk about which coins could be given to get the correct change or what would be the smallest number of coins that still give the right change? Try to guess the value of a coin from its description. What’s in the shopping bag? Describe the shape of an item in the shopping bag for another person to identify. Talk about what it can’t be and why before finally identifying what the item is. how many knives, forks and plates will be used if everyone is having a main course and dessert.

**Order and Sequencing
**

Talk about: The order in recipes and why certain items need to be included at certain points; The order in which you put clothes on to get dressed – which items have to be put on before others and why?

Measurement

Estimate how many drinks could be made from a bottle of cordial. Wrapping presents and parcels, talk about the amount of paper and the length of ribbon needed Estimate how many apples in a kilogram or potatoes in a bag.

**Puzzles and Games
**

Play and solve puzzles and games in newspapers and magazines. Sudoku is particularly good for developing children’s reasoning skills. Can you place six X's on a Noughts and Crosses board without making three-in-a-row in any direction? Solution

Numbers

Talk about numbers on a car registration plate and rearrange them to make: the largest number; smallest number; number nearest to 500 etc.

Z 283 QZX

When laying the table at meal times, talk about how many mats will be needed and

10

The Lancashire Primary Mathematics Team

Nine dots are arranged in a three by three square. Connect each of the nine dots using only four straight lines and without lifting your pen from the paper. Solution

Arrange the numbers 1 to 9 on a 3 by 3 board so that the numbers in each row, column and diagonal add up to 15. Solution

‘So What Happens at School’ is a quick guide to the National Curriculum, Key Stages and Attainment Levels, and gives useful advice for parents on building relationships up with a child’s class teacher. ‘Top 10 Tips for Homework Survival’ does exactly what it says on the tin. Ten easy to follow tips to give children the best opportunity to succeed with their homework, and allow parents to get involved too. Even more useful information can be found at www.direct.gov.uk/en/ Parents/Schoolslearninganddevelopment/ HelpingYourChildToLearn/DG_4016596.

4 3 8 9 5 1 2 7 6

**Other helpful hints and suggestions
**

www.direct.gov.uk/homeworksupport ‘Working Together’ is a useful booklet to help parents feel involved in their child’s learning. It contains useful advice and activities, including links to other fun learning websites.

The Lancashire Primary Mathematics Team

11

**Reasoning Resources - NCETM
**

The National Centre for Excellence in the Teaching of Mathematics (NCETM) website contains useful resources to support teachers with aspects of reasoning...

The self-evaluation tool that we have mentioned in previous issues exemplifies what is meant by reasoning in EYFS, Key Stage 1 and Key Stage 2. The EYFS section focuses on children developing their own meanings and representing them, making choices and justifying decisions, developing mathematical reasoning and communicating with others. In Key Stage 1 and 2, the focus progresses to conjecture, finding a counter example, generalising and using mathematical reasoning. Examples include: EYFS - Developing mathematical reasoning Let children handle and shake a number of closed containers and then guess how many things are inside. This encourages them to think about the size of the objects and the capacity of the containers. The one with the biggest capacity will not necessarily hold the most, especially if it contains large beads rather than small ones. The Lancashire Mathematics Team have put together all the information from the NCETM site into three documents. Find them in the newsletter section of the Lancashire Mathematics Team website at www.lancsngfl.ac.uk/curriculum/math/ index.php?category_id=182.

KS1 - Using mathematical reasoning If you want to make cakes for 15 people and the recipe card is for 10 then children need to think about what to do with the recipe. Give the children a real recipe then make the food and share it out amongst 15 class mates. Similar problems can then be given and the children can discuss what to do. KS2 - Using mathematical reasoning Each shape stands for a number. The numbers shown are the totals of the line of four numbers in the row or column. Find the remaining totals.

12

The Lancashire Primary Mathematics Team

**Prompts to support children’s oral reasoning
**

I’m not sure I agree… I think that…

This didn’t work so I… The method I used to solve this was… I wonder if… I would like to add…..

I wondered why…

It looks like…

Do you think….?

I think what you might mean is…

I also think that…..

These speech bubbles or sentence starters could be modelled by the adults within the classroom prior to the children using them when explaining their thinking or reasoning. They are also available on our website www.lancsngfl.ac.uk/curriculum/math/index.php?category_id=182.

I decided to… so that / because… I already know that… so I….. This is true because….

I disagree… because…

**This didn’t work so…
**

This worked so… I tried this… because…

I noticed that…

I found out that…

The Lancashire Primary Mathematics Team

13

**Reasoning and Enquiry Starting Points
**

These statements can be used as starting points for children to investigate. They may also consider whether they are always, sometimes or never true. When children embark upon these investigations, we should be encouraging them to include reasoning in their responses. This information can prove particularly useful to inform teacher assessment, especially for Ma1 Using and Applying Mathematics. 14

The Lancashire Primary Mathematics Team

s

I can make all the numbers between 5 and 20 by adding consecutive numbers. If you choose a number and square it, the answer you get is always one more than the product of one less and one more than the number you first chose (e.g. 5x5=25; 4x6=24). If you add three consecutive even numbers the answer is always a multiple of 6 (e.g. 2+4+6= 12). If I choose a 2x2 square on a 100 square and add the diagonal pairs they always make the same total (e.g. 2+13=3+12). If I multiply two numbers they always get bigger. If you increase the perimeter of a shape its area increases. I can draw a square with an area of 2 squares. If I choose any 2x2 square on a multiplication grid the product of the diagonals are always the same as each other (e.g. 3x8=6x4). All numbers have an even number of factors, (e.g. the number 6 has 4 factors: 1,2,3,6). I can pay for anything from 1p to 5p if I have two 2p coins and one 1p coin.

If I draw a pentomino on a 100 square the two extreme numbers sum to double the I can make four different centre number numbers with two different (e.g. 35+57 = 46x2). digits.

The Lancashire Primary Mathematics Team

15

**Reasoning and Enquiry Starting Point
**

When I subtract 10 from a number the units digit stays the same. There are three numbers less than 10 that divide exactly by 3. Any even number can be written as the sum of two odd numbers. All squares are rectangles. The number of lines of reflective symmetry in a regular polygon is equal to the number of sides. If you add three consecutive numbers, the answer is three times the middle number. The imperial measure of 1 foot would need a size 12 shoe.

The difference between any two odd numbers is A triangle can have two an even number. right angles. A number is divisible by 3 if the sum of the digits is divisible by 3. With twelve squares you can make three different rectangles. The perimeter of a rectangle is double the sum of one short side and one long side. You can work out the eight times table by doubling the 4s. All four sided shapes are called squares. When I multiply two multiples of ten the answer always has the same number of zeroes as the original numbers combined (e.g. 20x30=600).

16

The Lancashire Primary Mathematics Team

ts (continued)

All numbers that end in 4 are multiples of 4. If a quadrilateral has two acute angles and all four sides are the same length it must be a rhombus. Sarah buys 16 packets stickers at 26p each. This costs £4.16. Use this information to work out:

The larger the denominator of a fraction the smaller the fraction. • The cost of 17 packets • The cost of 15 packets The number one is a • The cost of 16 packets at 25p prime number. each • The cost of 16 packets at 28p Consecutive triangular numbers each sum to make square numbers. • The cost of 32 packets • The cost of 16 packets at 52p If I continue the sequence 1, 8, each 15, 22, 29… the number 777 will appear. What other questions would this information help you to answer? Make a list of similarities and differences between a square and an oblong. If both shapes are rectangles, create a clear definition of a rectangle.

The Lancashire Primary Mathematics Team

17

**Progression Through the Reasoning Theme in th
**

Below is a table showing the progression within the reasoning theme in the Primary Framework’s Using and applying mathematics strand. Linked examples from the Pitch and Expectations document, Learning Overview – Assessment for Learning prompts and 1999 Framework Supplement of Examples have been identified. Year EYFS Reasoning objective Talk about, recognise and recreate simple patterns Pitch and Expectations, Learning Overview – AfL Prompts and 1999 Framework – Supplement of Examples

Use the beads. Copy this pattern.

Use the sponges. Continue this pattern that I have started. Make a butterfly pattern. Count the spots on each side of your butterfly.

Year 1 Units B1 B2 B3 E3

Describe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditions

Here are five rectangles of the same size. How many different bigger rectangles can you make using two or more of the rectangles?

Find two shapes with only five straight sides. Draw a circle around them.

Year 2 Units B1 B2 B3

Describe patterns and relationships involving numbers or shapes; make predictions and test these with examples

Make a string of beads for me. First a red one, then a blue one. Carry on threading one red, one blue. What colour is the sixth bead on your string? What colour will the tenth bead be? The twentieth bead? How do you know? We have worked out that 3 + 5 = 8 and 13 + 5 = 18. Without calculating, tell me what 23 + 5 will be. What about 63 + 5?

Write the missing digits to make this correct. How have these shapes been sorted? Is there more than one way that they could have been sorted?

Year 3 Units B1 E1 B2 B3 E3

Use patterns and relationships involving numbers or shapes, and use these to solve problems

9 – 3 = 6. What is 90 – 30, and 900 – 600? How do you know?

Year 4 Units B1 B2 B3

Identify and use patterns, relationships and properties of numbers or shapes; investigate a statement involving numbers and test it with examples

Count all the triangles in this diagram.

18

The Lancashire Primary Mathematics Team

he Using and Applying Strand

Year Year 5 Units B1 B2 B3

Reasoning objective Explore patterns, properties and relationships, and propose a general statement involving numbers or shapes; identify examples for which the statement is true or false

Pitch and Expectations, Learning Overview – AfL Prompts and 1999 Framework – Supplement of Examples

Two square tiles are placed side by side. How many tiles are needed to surround them completely?

One of these numbers is not in the correct place. Which is it and why?

What if three square tiles were laid side by side? Four tiles? Five tiles? How many tiles would be needed if 100 tiles were laid side by side? Explain your answer.

Year 6 Units B1 B2 B3

Represent and interpret sequences, patterns and relationships involving numbers and shapes; suggest and test hypotheses; construct and use simple expressions and formulae in words then symbols (e.g. the cost of c pens at 15 pence each is 15c test pence) Generate sequences and describe the general term; use letters and symbols to represent unknown numbers or variables; represent simple relationships as graphs

Year 6 into Year 7

This shape has been drawn on isometric paper. Explain how you could work out the internal angles of the shape.

The Lancashire Primary Mathematics Team

19

Puzzle Page

Summer Term Puzzle - Jugs Using two jugs, one which holds 3 litres and one which holds 5 litres, how can you measure out exactly 4 litres?

Solution to last term’s puzzle…Sets of Four Numbers

2 Multiples of 2 Multiples of 3 Multiples of 5 Evens Less than 6 (or 7) Between 10 & 30 Odd numbers & not a multiple of 3 Prime Digits add to an even number Greater than 15 Odd numbers less than 10 Factors of 1225 Factors of 28, 56 and 84 Factors of 50 Factors of 45 Factors of 20 and 40 Factors of 36 Factors of 250 Triangular numbers not prime Square numbers Consecutive numbers 2 3 4 4 5 9 2 2 2 3 2 2 3 4 4 5 4 5 5 5 9 10 10 15 21 25 25 28 49 9 10 3 5 5 7 7 7 10 15 25 9 25 28 49 2 2 3 4 5 5 7 7 15 21 25 28 28 49 2 2 3 4 4 5 15 21 25 25 28 49 2 3 5 3 4 4 9 10 10 5 7 9 10 10 15 15 21 25 28 15 21 25 28 28 49

The Lancashire Primary Mathematics Team

Summer Term 2010 Literacy Newsletter (for Web)

1 Recounts

Literacy Newsletter - Autumn 2009

Activities for Responding to Reading in Year 6

Activities for Responding to Reading in Year 5

Activities for Responding to Reading in Year 4

Activities for Responding to Reading in Year 3

Activities for Responding to Reading in Year 2

Activities for Responding to Reading in Year 1

Activities for Responding to Reading in Year 1

The Little Book of Literacy Essentials

Secondary English Newsletter - Autumn 09

Primary Maths Newsletter - Spring 2010

Primary Literacy Newsletter - Spring 2010

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