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Mathematics at O Castro Presented by Leigh Tullier ACADEMIC YEAR - - PowerPoint PPT Presentation
Mathematics at O Castro Presented by Leigh Tullier ACADEMIC YEAR - - PowerPoint PPT Presentation
Mathematics at O Castro Presented by Leigh Tullier ACADEMIC YEAR 2014-15 Presentation contents Introduction, rationale and aims Creativity in maths Vocabulary in maths Mental maths strategies (KS1/2) Written maths strategies (KS2)
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Rationale
“Do you know anyone who feels neutral
about maths? We suspect not. Indeed, we would go as far as to suggest that the majority of people either love it or hate it.” (Cockburn and Littler 2008, p.3)
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Aims:
We want children to leave with a bank of mathematical skills, the confidence to use and apply them in everyday situations, the ability to take risks and enjoy challenges.
Maths is everywhere!
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Creative opportunities to learn Maths
.
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Pattern
The ability to spot pattern underpins all of mathematics.
Growing patterns Repeating patterns
1, 1, 2, 3, 5, 8, 13 …?
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Resources
Resources are essential to help representation and develop visual imagery.
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Vocabulary
Subtraction
Picture or diagram What other mathematical words is it related to? Mathematical symbols (if any) Where do you see this word in everyday life? Describe what your word or phrase means. Use your word or Phrase in a statement.
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It can’t be… because… It must be… because… This is true because… I already know that … so…
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Creativity – using paintings and stories
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Mental maths strategies (KS1/KS2)
1.1 Recognising number bonds Partitioning Counting on Recognising and using near doubling and halving (rockets) Dividing by 4 Rouding, including adjusting and compensating Using multiples of 2,5,10 and adjusting Approximating
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Written methods (KS2)
2.1 Understanding how we teach fractions of an amount 2.2 Understanding how we teach calculating
- Addition
- Subtraction
- Multiplication
- Division
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Written methods (KS2)
2.1 Understanding how we teach fractions of an amount
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Written methods (KS2)
2.1 Understanding how we teach fractions of an amount (arrays)
Then..using the denominator as the divisor and the numerator as the multiplier For example: 2/3 of 9: 9 divided by 3 = 3 3 x 2 = 6
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2.2
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Written methods (KS2)
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Calculations in context
Time Money
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Web - sites
www.topmarks.co.uk www.bbc.co.uk www.mathcatsexplore.com
www.woodlands-junior.kent.sch.uk/maths/index.html