© crown copyright 2006 professional development meeting pdm 2 – mathematics pace and progression...
TRANSCRIPT
© Crown copyright 2006
Professional development meeting PDM 2 – mathematics
Pace and progression inUsing and applying mathematics
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Starter
Work through the problems on handout UA1
• How confident are children in our school at answering questions like these?
• What problem-solving skills and strategies might they use?
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Five themes of the Using and applying mathematics strand
• Solving problems• Representing – analyse, record, do,
check, confirm• Enquiring – plan, decide, organise,
interpret, reason, justify • Reasoning – create, deduce, apply,
explore, predict, hypothesise, test• Communicating – explain methods
and solutions, choices, decisions, reasoning
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Activity
• Read through the reasoning objectives on handout UA2
• Identify which question on handout UA1 matches which year group
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Discussion
• What is the increase in expectation in reasoning from year to year?
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Block ACounting,
partitioning and calculating
Block BSecuring number
facts, understandingshape
Block CHandling
data and measures
Block DCalculating, measuring
and understanding shape
Block ESecuring number
facts, relationshipsand calculating
Using and applying mathematics
Counting and understanding number
Calculating
Using and applying mathematics
Knowing and using number facts
Understanding shape
Using and applying mathematics
Measuring
Handling data
Using and applying mathematics
Using and applying mathematics
Calculating
Measuring
Counting and understanding number
Knowing and using number facts
Calculating
Understanding shape
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Discussion
• How is this structure different from our current planning system?
• What are the benefits of the ‘block’ approach?
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Activity 1
5 9 11 13 17 19
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Activity 1 – approach A
5 9 11 13 17 19
A standard way to continue would be to ask children to complete a set of similar sequences
What skills, knowledge and understanding would this develop?
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Activity 1 – approach B
5 9 11 13 17 19 Sam says that if you carry on this sequence, it will
contain the number 36. Explain whether you agree with Sam and why.
Suggest your own number, bigger than 30, that would be in the sequence.
This sequence contains the numbers 5 and 17. Create some different sequences that contain both of these numbers.
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Discussion
• What is different in the second approach?
• What impact does this have on the activity?
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Follow-up task
• Teach one of the lessons from the NNS pack Problem solving (DfES 0247-2004G). The activity sheets can be downloaded from: http://www.standards.dfes.gov.uk/primary/publications/mathematics/problem_solving/
• Make any adaptation you feel is necessary to match the needs of your children.
• Look at the planning guidance contained within the Framework website or on the DVD for a unit you are about to teach. Choose at least one problem or activity that will develop the use and application of mathematics within that unit. Plan how to use it with your class.
• Bring notes about, or examples of, work that show how the activities took forward the learning of your focus group of children.