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Maths learning walk

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Maths learning walk

  1. 1. Every classroom has aspecific maths learningarea.In Foundation Stage thisincludes a wide range ofpractical resourcesselected to enhance keymathematical concepts.
  2. 2. Children in Year R self register byplacing their name in the rightgroup.This is an early sorting skill.
  3. 3. Maths is fun whenlearning to countthrough learning numberrhymes.A powerful way of alsolearning number bondsto 10.
  4. 4. Learning to take turnsand making sure youget a go on thecomputer.
  5. 5. CO-ORDINATES YEAR 1
  6. 6. LAND AHOY! A maths andgeography integratedproject.
  7. 7. Learning about co-ordinates by using a large grid of thefloor and moving objects to different places and locations.
  8. 8. Children are organisedinto groups for mathsbased on their priorlearning andachievement.
  9. 9. A maths activity on length arising from a project ‘Walkingwith Dinosaurs’ Year 1
  10. 10. YEAR 2A maths challengecorner linked to thecurrent topic‘Run, run as fast asyou can!’Children created theirown games usingnumbers to 100.
  11. 11. Makingtheir ownnumbergames.
  12. 12. Children learntto partition twoand three-digitnumbers to addprices for theGinger BreadMan sales.
  13. 13. Problemsolvingchallenges inyear 2.
  14. 14. Using rhymes and songscontinues to reinforcemathematical conceptssuch as odd and evennumbers, and this helpsthem to rememberthem.
  15. 15. Money, money,money!Coins are used torecognise multiples of2,5 and 10.
  16. 16. Learning about 3D shapes by investigating their properties anddiscussing their findings with each other and their teacher.
  17. 17. An independentline of enquiry tofind out all aboutsymmetry andpresent their ideasin individual ways.
  18. 18. Applying knowledge of symmetry to create aninnovative and complex carpet design. Year 3
  19. 19. Each child created theirown unique carpetdesign based on theirknowledge andunderstanding ofsymmetry.
  20. 20. Connectingmaths andmusic.Children arelearning thevalue of eachmusical noteand create ascore usinggraphicalnotation.
  21. 21. Using accurate mathematical vocabulary to explain how amathematical problem was solved.
  22. 22. Solvingmathematicalnumber problemsconfidently andrecording clearly soas to share withothers.
  23. 23. Investigating pentominoes
  24. 24. A mathematical display tosupport children’s learningof 2D and 3D shapes.
  25. 25. Year 3 children link maths to French in an exciting fruit lesson
  26. 26. Year 4Children begin to use4 digit grid referencesto create their ownbattle ship game.
  27. 27. Using a map of Bournemouth, Year 4 are able to use their 4digit grid references confidently.
  28. 28. All classesdisplayappropriatemathsvocabulary thatthe children canaccess whenthey need to.This supportsaccuratespelling.
  29. 29. Children are able to link their understanding offractions, decimals and percentages in Year 4.
  30. 30. A Year 5 and 6 project on time supported all abilities in theirplanning of a trip to either Paultons Park or abroad.
  31. 31. Children followed clear success criteria to ensure consistencyand yet allow for open interpretation.
  32. 32. Number lines supported children planning of their day out.
  33. 33. Our most able Year 6 children extended their learning to ensurevalue for money when costing their trip
  34. 34. Our more able Year 6children took part in anin depth investigation offractions
  35. 35. Children are expected touse the correctterminology whatevertheir level and age.
  36. 36. Year 6 children working at level 6

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