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Maths at our school


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  • This is a great guide! It is well written and easy to follow. It tells you what you should do on the very first day of revision right up until the day before the exam. I recommend anyone that's taking their GCSE maths to get their hands on this valuable guide! It showed me exactly where I was going wrong. I was one of those students who was making this 'silly mistake' repeatedly, and not knowing that I was making it. No wonder I failed my GCSE maths first time... Once I addressed this mistake, I scored 90% in my GCSE maths exam... ★★★
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Maths at our school

  1. 1. Maths at our school - stages explained
  2. 2. Levels of the Curriculum Year 0-2 Level 1 Year 3-4 Level 2 Year 5-6 Level 3 Year 7-8 Level 4
  3. 3. Numeracy Stages and Levels - Students’ Strategic Thinking - 8 stages Year 0-2 Level 1 Stages Emergent - Stage 4 Year 3-4 Level 2 Stage 5 Year 5-6 Level 3 Stage 6 Year 7-8 Level 4 Stage 7 Above year 8 Level 5 Stage 8
  4. 4. Maths at Primary School covers: Knowledge: Place Value Number Sequence and Order Basic Facts Fractions Number and Algebra: Addition and Subtraction Multiplication and Division Proportions and Ratios Strands: Statistics - Investigation and Probability Measurement - Length, Time, Weight, Temperature Geometry - Position and Orientation, Shape
  5. 5. What we will see at Level 1: Emergent Stage: Does not know how to count objects in a collection Stage 1: One to One Counting - they can count each object in a collection up to twenty - can only do this on materials Stage 2/3: One to One Counting, Counting All - they can imagine the objects in their head - mentally, but still count all the objects from one.
  6. 6. Students count all the objects in a set - they do this with materials.
  7. 7. Students count all the objects in a set - they do this with materials.
  8. 8. Students count all the objects in a set - they can do this mentally.
  9. 9. What we will see at Level 2: Stage 4: Advanced Counting or Counting on or back - students begin counting from the largest number for addition, or counting back for Subtraction. Numbers to 100 Stage 5: Part Whole/Early Additive - students use strategies which involve Splitting numbers into parts and recombining the parts to form new Wholes. Ability to do this mentally.
  10. 10. Students count on or back from the biggest number.
  11. 11. Students can split numbers and remake them into new wholes.
  12. 12. What we will see at Level 3: Stage 6: Part Whole/Advanced Additive/Early Multiplicative - students use strategies which require more steps. All numbers are 2 or more digits. These problems may require regrouping. Numbers to 1 000 000
  13. 13. Students solve problems by splitting numbers and remaking them into new wholes by using more steps.
  14. 14. What we will see at Level 4: Stage 7: Advanced Multiplicative/Early Proportional - students solve multi-digit multiplication and division problems with whole numbers mentally Standard written method (algorithm) taught here as one strategy when students have an excellent understanding of place value Numbers to 1 000 000 and decimals
  15. 15. Students choose an efficient strategy to split decimals and related fractions to solve problems.
  16. 16. Basic Facts Stage 1: Instantly recognise patterns to 5 Stage 2: Know groupings within 5 and with 5 Stage 3: Know groupings within 10 Knows double to 10 Stage 4: Know teen number facts Know addition and subtraction facts to 10 Know doubles and halves to 20
  17. 17. Basic Facts continued... Stage 5: Know addition and subtraction facts to 10 Know multiplication & division facts for x2, x5, x10 Stage 6: Recall multiplication facts to 10x10 and some division facts Know what happens when you multiply by 1, 0 or 10 Stage 7 and beyond: Recall all division facts to 10 x 10 Conversions - decimals to fractions to percentages Factors and multiples
  18. 18. Things we do at school... ● Emphasis on knowing the value of digits in a number ● Use of a variety of materials ● Use of word problems ● Making it authentic and real for the students ● Teaching the operations - what do they actually mean - the keywords that tell us what to do eg. altogether means equals; got 4 more means addition; took away means subtraction
  19. 19. ● Use of ICT to reinforce concepts, including ○ Mathletics to reinforce learning in Number, Strand and Basic Facts ○ Websites, can be linked to Blogs and/or Weeblies ○ Interactive tools ○ Online instruction/tutorials/videos ○ Ability to create resources e.g. videos ○ Presentation of understanding
  20. 20. Benefits to doing Maths this way... ● Students develop a greater knowledge of number ● Students are better at estimation ● Students have strategies for solving problems with developing complexity ● Students can choose the most effective strategy for the problem
  21. 21. How you can help at home... ● Encouraging your child to do their Mathletics ● Talking about numbers in everyday situations ● Playing games, including board games ● Baking, cooking - measuring and fractions ● Making things - wood work ● Practising basic facts for your child’s level