Please, no more rubbish about times tables! – The World Is Maths. The human adult spine has 33 vertebrae, the bones that support the rest of the body.
The lumbar vertebrae, in the lower back, bear the weight of the upper body and are very flexible. If you have lower back problems, it’s often your lumbar vertebrae that are struggling under the weight they have to bear. Multiplication is a lumbar vertebra in the spinal column of mathematics. Visual Supports - I See Maths. Calculation Flipbooks allow children to see written methods for calculation modelled step-by-step.
By clicking through the pages, each new step of a calculation is shown. The video below shows the calculation flipbooks being used: Explanation of the strategy stages teacher pdf. Questioning My Metacognition. Visual Representations. Fraction Cards. Visual Supports - I See Maths. Sign in to your account. Times Tables Tracker. Why is it necessary?
Once children have a solid understanding of place value and are ready to manipulate numbers, instant recall of times tables facts is vital to enhancing their speed and fluency in mathematics. Each year, children would come into year 4 with differing times tables knowledge. It was difficult to know where each child was at and how best to help them. For this reason, I've been keen to have something in place which tracks times tables knowledge so we know what children can do and, more importantly, what they are struggling with and help them. For the last few years, we've experimented with various reward schemes similar to something my previous school did and this year we've launched the finished product (if you like!)
Teaching Your Class to Roll Numbers. Mr Reddy Maths Blog. Inspiring Students to Math Success and a Growth Mindset. Educating MrMattock. Expanding on my 'recent' (haven't blogged in ages admittedly) post about different views in algebra, I have been looking at the idea of showing different expressions using diagrammatic views of sequences, and thought I would outline a few thoughts here: 1) Linear or quadratic?
A really nice thing to do with pupils is to look at patterns that arise from (or generate depending on your point of view) linear sequences, compared to quadratic. In particular what is the difference between the way a linear pattern grows, compared to a quadratic pattern? Have a look at these patterns and see if you can decide whether they show linear or quadratic sequences without writing down the numbers: Linear. Fractions shed. Interactive Fraction Wall. Fraction shading sup 2. Uncovering Fraction Misconceptions through True and False cards. Having been inspired by some ideas from Resourceaholic and also from Robert Wilne @NCETMsecondary here, I thought I’d create these True or False cards for use with Year 7.
We have covered fraction of an amount, equivalent fractions, adding fractions, and top heavy / mixed numbers so far, but you could easily adapt these if you want to include, for example, multiplying and dividing fractions. I designed the false ones first which really got me thinking about misconceptions that I think could be occurring. The true ones were relatively straightforward after that. Enjoy! Here they are as a Word doc: Fractions True False cards And if the formatting looks a bit weird, as a pdf doc: Fractions True False cards London Borough of Wandsworth, Greater London, UK. WorksheetWorks_Comparing_Fractions_1. Exam Questions Data Handling. I have been in the process recently of creating personalised exam question topic sheets for my intervention groups.
This allows me and the students to identify individual areas of strengths and weaknesses. The students then work on the skills needed to improve. I don't allow the students move forward till they gain 90% plus on the tests. I've started creating topics for the New GCSE content also to hopefully ease the workload next year. All of the tests are two pages and less than 20 marks. I've had a significant increase in the amount of people asking for solutions to sheets so within each download in this section there are solutions. 'Times tables are not how you teach maths’ “We know that speed and the ability to memorise is not a good indicator of maths potential.
So to see this policy being pushed in Britain now is simply heartbreaking.” Earlier this autumn, she returned to the UK to support an initiative in 300 schools nationwide. The “Week of Inspirational Maths” followed a five-stage programme, complete with lesson plans designed with the campaigning group National Numeracy, which exemplified how she believes maths should be taught.
“Every day started with a video that aims to get across our key mindset messages,” explains this Birmingham-born former classroom teacher, whose first post in the mid-Eighties was at Ed Miliband’s alma mater, Haverstock comprehensive school in north London. Singapore maths: How a radical new way of teaching equips UK pupils to tackle... Charlotte, seven, glances at the sum on the whiteboard – 520 minus 269 – and shakes 10 little yellow squares of card out of a bag on her desk.
The problem with levels- gaps in basic numeracy skills identified by rigorous diagnostic testing. I have felt for a long time that one of the disadvantages of the current levelling system is that it encourages teachers to constantly teach students mathematical concepts and ideas only at levels equal to or above that which they have recently scored on an assessment.
The data-focused, level-centric system only rewards teachers if their students can score marks on higher-level content; there is no explicit incentive for filling gaps in students’ knowledge at lower levels. Good maths teachers know the importance of their students having a strong knowledge in the foundations of the subject and the long-term benefit of plugging any gaps students have. Fairlawn-Calculation-Policy-Updated-2014.pdf. Year-3-National-Curriculum-2014.pdf.
Level 6 Maths at KS2. What’s the problem? Recently I’ve picked up on a few blogs and twitter comments from primary Heads and teachers suggesting that that the introduction of Level 6 papers has placed them under unacceptable pressure.
One person suggested it was “another way to feel like a failure”. Conker Maths. Using Numicon to Teach Mathematics to Year 2 pupils – Inverse Focus. What Matters One thing I argue is that the KS1 Mathematics curriculum should be slimmed down to give teachers the time to focus on the issues that underpin all understanding later. No child should leave Year 2 not understanding place value, number and the four calculations and if this means that we sacrifice, for example, learning right angles and properties of shape then I’d argue it’s a sacrifice we should make. #MathsCPDChat on times tables strategies. Pre-reading: Strategies for learning, remembering and understanding the times tables. Some additional thoughts for starting out teaching the times tables with year 2s onwards, prompted by a #MathsCPDChat These are the things I think are important for mastery of the tables (most of which, I suspect our primary colleagues are doing): 1.
Begin with manipulatives - physical objects to aid in seeing multiplication as repeated addition, e.g. 2 beads + 2 beads + 2 beads is equivalent to 3 lots of 2 beads. [15 mins in the first ever lesson, then 15 minutes of the same at the end of the same day. Meaning and Magic amid the Muddle of Mental Mathematical Models. Forgive the gratuitous alliteration. In recent months, I’ve been thinking about the basics of maths education a lot. There have been three main contexts: 1. Primary Maths Apps for children - 4 great apps that help teach maths.
With so many great apps available for Apple and Android, how do you choose which primary maths apps are the best for children? Here are 5 maths apps that help a range of abilities and will help children improve their maths abilities while augmenting classroom teaching The Number Monster by Wombi The Number Monster by Wombi is for kids aged three and up. It aims to teach children their numbers with fun animations and simple click-and-drag gameplay. Children have to find the correctly marked mushrooms and bring them to the scientist. Primary Maths apps available from App Store (£1.99) and Google Play (£2.79) #MathsCPDChat on times tables strategies. Bar modelling- a powerful visual approach for introducing number topics. Building on my recent post about a taxonomy for deep learning in maths, I have been trying to think a bit deeper myself about what each type of ‘deep learning link’ might look like. In particular, I have been researching and putting a lot of thought into what effective ‘visual models’ look like for the ‘key nodes’ I have previously identified as the most important foundation maths knowledge for students to master before starting their GCSE maths course.
These are principally number topics. 3 Teaching Techniques That Made My 2014 - Mr Thomas' Blog. January 2, 2015. If This Is Wrong, I Don't Want To Be Right - Growth Mindset Blog. By Emily Diehl, Director, K-12 Professional Learning and Curriculum Design, Mindset Works Just Tell Me What To Do. Page not found - Youcubed at Stanford University. New Paper: Fluency Without Fear. Puzzles. 23534.doc. The Makings of First Class Maths. How do we make John Hattie’s “Visible Learning” work in maths? Visible Learning is John Hattie’s mantra. Home of the daily Maths Challenge. National Numeracy Parent Toolkit. The Mathematics Shed - Mathematics Shed Home. Corbettmaths. Diagnostic Questions. Independent Learning using iPods in Maths (iPodagogy) Go Figure: The week in numbers. Investigation.
The monthly NRich puzzle poster is out. This month it is a nice number investigation into the sum of consecutive whole numbers. Click here to download the poster.