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Western Isles Mathematics & Numeracy Network Group

Western Isles Mathematics & Numeracy Network Group. Formation of the group Group Personnel Remit. Maths Workshop. Content Maths and Numeracy Outcomes. Unpacking an outcome Knowledge and Skills Learning and Teaching Strategies Resources Course Plans

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Western Isles Mathematics & Numeracy Network Group

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  1. Western IslesMathematics & Numeracy Network Group Formation of the group Group Personnel Remit

  2. Maths Workshop Content Maths and Numeracy Outcomes. Unpacking an outcome Knowledge and Skills Learning and Teaching Strategies Resources Course Plans Excel Spreadsheet - Exemplars Sharing good practice and Information Wikispace

  3. Mathematics and Numeracy Outcomes • MATHS OUTCOMES - A3 format.doc

  4. Unpacking an Outcome • Activity 2 unpack blank.doc • Activity 2 unpack maths level 0.doc • Activity 2 unpack maths level 2.doc • Activity 2 unpack maths level 3.doc

  5. Course Planning • Maths_Num_Level_0(1).xls • Maths_Num_Level_1(1).xls • Maths_Num_Level_4.xls

  6. 12 13 Activity 3 Effective Questioning Tell me 2 numbers that have a difference of 12 Write a number in each circle so that the number in each box equals the sum of the two different numbers on each side of it. Find different ways of doing it. 10 Why is the sum of 2 odd numbers always even? 11 I can use addition, subtraction, multiplication and division when solving problems, making best use of the mental strategies and written skills I have developed. MNU 103C If 7x6 = 42, what else can we work out? The answer is 32. What is the question? Tell me 2 numbers with a product of 24 Show me how you subtract 37 from 82 Is it always true that multiplying a number makes it bigger? Write 5 different multiplication sums with the answer 60 Give me 3 numbers that have a total of 52 An apple and a banana cost 20p altogether. What could each sweet cost? Show me 4 division facts with the answer 6 Find different ways of completing this table What numbers can you make with 2, 3 and 6?

  7. Skills for Scotland – A Lifelong Skills Strategy ...plan and organise ...work with others ...solve problems The ability to ...think critically & creatively ...use initiative ...to learn ...lead ...take risks The Scottish Government, Edinburgh 2007

  8. I have discussed the important part that numbers play in the world and explored a variety of systems that have been used by civilisations throughout history to record numbers. MTH 114N

  9. Updating the Curriculum • • introducing algebraic thinking at an earlier stage • • more emphasis on interpreting statistical information in the world around us • • stronger emphasis on the important part mathematics has played, and will continue to play, in the advancement of society • the relevance of mathematics in daily life.

  10. Learning and Teaching • planned active learning with opportunities to observe, explore, investigate, experiment and play • • development of problem-solving capabilities • • development of mathematical thinking skills • • use of relevant contexts, familiar to young people’s experiences

  11. appropriate, effective use of technology • • building on the principles of Assessment is for Learning • • collaborative and independent learning • • making links across the curriculum • • increased opportunities for discussion, communication and explanation of thinking.

  12. Why do teachers ask pupils questions? Questions are for thinking and discussion. They are not just about right and wrong answers. 9 10 11 Which of these numbers is the odd one out and why?

  13. Using the outcomes • To reflect on and adapt current practice: • Do more of • Do less of • Stop doing • Start doing

  14. Using the outcomes • To try out See examples of suggested activities related to the outcomes on Excel files at: http://western-isles-acfe.wikispaces.com/Maths_Numeracy+Network+Group Please contribute your own ideas and help populate the files.

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