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Primary National Strategy
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Launched in May 2003, the PNS is a government strategy aimed at enriching pupils' experience of primary education. It places a particular emphasis on encouraging high standards of literacy and numeracy, and to this end encompasses and renews the already established National Literacy and National Numeracy Strategies, subsequently jointly referred to as the Primary Framework for literacy and mathematics. The level of support originally given to these two curriculum areas is extended under the Strategy to other subjects, including music, physical education, and modern foreign languages, as well as to the use of information communication technology to facilitate teaching and learning. The declared goal of the Strategy is that primary schools should be enabled to provide excellent teaching and an enjoyable experience of learning. To this end, it encourages schools to set their own attainment targets at Key Stage 2 for national curriculum levels 4 and 5, with local authority target‐setting following this lead. It also encourages networking between schools for the purpose of disseminating and sharing good practice, as well as closer links with parents and with the local community. In these ways, it is claimed, schools will be enabled to exert more control over their curriculum and to develop their individual characteristics and strengths. Under the Strategy, government provides additional support for the professional development of teachers and for the leadership development of school heads. It also trials an alternative approach to the assessment of pupil attainment at Key Stage 1, using tests to underpin the assessment carried out by teachers, rather than reporting the results of the tests separately.
http://www.standards.dcsf.gov.uk/primary Provides a history and summary of the Strategy.
From: Primary National Strategy in A Dictionary of Education »
Subjects: Social sciences — Education
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Exploring Problem-Solving in Early Years Mathematics | EYFS/KS1
This webinar will provide headteachers, mathematics leads, teachers and teaching assistants with practical guidance and methods they can use to nurture and develop pupils’ problem-solving skills in early years and KS1 mathematics.
- Description
- Learning Outcomes
- Institution
Webinar Duration: 46 minutes (approx.)
This webinar will provide headteachers, mathematics leads, teachers and teaching assistants with practical guidance and methods they can use to nurture and develop pupils’ problem-solving skills in maths.
Problem-solving has long been at the heart of the mathematics curriculum. Teaching children how to problem solve in mathematics can support children’s ability to critically evaluate, encourage independence and develop their skills in reasoning and creativity. It is also an essential part of developing mastery of the subject.
In this webinar the Association of Teachers of Mathematics (ATM), who aim to support the teaching and learning of mathematics in the UK, will explore strategies that schools can use to approach problem-solving in maths with the youngest pupils which are creative and engaging and reflect a better understanding of the needs of the learner.
- Understanding how to introduce learning and problem solving in mathematics which supports children’s ability to problem solve and improve critical thinking skills.
- Recognising successful techniques that can be used in the classroom which improve reasoning in mathematics.
- Appreciating the importance of making maths problem-solving learning tailored towards the needs of children and ensuring continuous sharing and evaluation of different methods used.
- Understanding what is meant by ‘problem-solving skills’ and how to nurture an environment which encourages curiosity and positive attitudes.
- Building a culture which supports teaching and learning through playing and exploring, active learning and creative and critical thinking.
Since 1994, Helen has been an independent educational consultant specialising in developing the teaching and learning of primary mathematics. In July 2014, she completed her doctorate with the University of Roehampton, London. She is interested in engaging all learners mathematically, and how we might nurture effective and supportive learning communities in classrooms in a current educational climate geared to high-stakes testing. Helen is passionate about all children being given opportunities to become confident mathematical thinkers, through the establishment of a classroom culture that nurtures curious learners.
Helen has taught children across the full primary range and has a particular interest and expertise in early years and KS1 mathematics. Her work involves researching and teaching mathematics alongside colleagues in school and contributing to in-service training courses and conferences. Helen is a long-term, active member of the Association of Teachers of Mathematics (ATM).
Primary National Strategy
Mar 27, 2019
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Primary National Strategy. Mathematics 3 plus 2 day course: Session 11. Objectives. To consider how the foundations of algebra are laid in Key Stage 2 To further understanding of direct proportion To consider ways of teaching direct proportion. The structure of a problem of direct proportion.
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Presentation Transcript
PrimaryNational Strategy Mathematics3 plus 2 day course:Session 11
Objectives • To consider how the foundations of algebra are laid in Key Stage 2 • To further understanding of direct proportion • To consider ways of teaching direct proportion
The structure of a problem of direct proportion variable X variable Y There are two ‘variables’; three of the numbers (e.g. a, b and c) are known, and the fourth number d is to be found. Slide 11.2
The structure of a problem of direct proportion variable X variable Y The ratio of variable X to variable Y is always the same, so a is to b as c is to d. We say that the two variables are in ‘direct proportion’. Slide 11.3
The structure of a problem of direct proportion oranges cost Slide 11.4
The structure of a problem of direct proportion variable X variable Y It is also true that a is to c as b is to d. Slide 11.5
The structure of a problem of direct proportion oranges cost Slide 11.6
Solving direct proportion problems When you solve problems involving direct proportion in this way, you can work either left to right (across the variables) or top to bottom (within the variables). The most efficient way will depend on which numbers are known and the relationships between them.
× 2 16 Answer: 16 eggs A recipe for 6 people needs 12 eggs. Adapt it for 8 people. people eggs Slide 11.8
× 1.5 6 Answer: 6 eggs A recipe for 6 people needs 4 eggs. Adapt it for 9 people. people eggs Slide 11.9
× 20 140 Answer: 140g flour A recipe for 6 people needs 120g flour. Adapt it for 7 people. people flour (g) Slide 11.10
3 4 × 375 Answer: 375g flour A recipe for 8 people needs 500g flour. Adapt it for 6 people. people flour (g) Slide 11.11
A recipe for 6 people needs 140g flour. Adapt it for 14 people. people flour (g) This time there is no obvious straightforward relationship. Slide 11.12
326.666 Answer: approximately 327g A recipe for 6 people needs 140g flour. Adapt it for 14 people. people flour (g) 23.333 23.333×14 Slide 11.13
Informal working of the cost of 4.5kg potatoes Answer: £2.34 Slide 11.14
4.5 234 Answer: £2.34 Efficient working of the cost of 4.5kg potatoes potatoes (kg) cost (p) Slide 11.15
52 234 Answer: £2.34 Efficient working of the cost of 4.5kg potatoes potatoes (kg) cost (p) Slide 11.16
2.4 Answer: 2.4kg Finding the weight of beans that £2.52 will buy cost (£) beans (kg) (4 ÷ 4.2) × 2.52 Slide 11.17
Solving direct proportion problems • To get started with a direct proportion problem, summarise the information in a four-cell diagram, making sure that the units are consistent for each variable. • It helps to arrange the diagram so that the unknown is in the bottom right corner but this is not essential. • Look for a relationship that attracts you. It can be across the variables (left to right) or within the variables (top to bottom). • Apply the same relationship to the other variable to find the unknown number.
Solving direct proportion problems • Pupils will move from informal methods using a four-cell diagram in Key Stage 2 to the generally applicable unitary method in Key Stage 3. • Some Key Stage 2 pupils may use the unitary method without being taught it, developing it for themselves.
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IMAGES
VIDEO
COMMENTS
To To help help the the children children 'see' 'see' the the answer, answer, attach attach the the coins coins to to the the board, board, then then record record the the number number statement statement alongside. alongside. Draw out that 1p + 1p + 2p uses the same coins as 1p + 2p + 1p and 2p + 1p + 1p.
The National Strategies | Primary 3 Problem solving with EYFS, Key Stage 1 and Key Stage 2 children Finding rules and describing patterns ... 6 The National Strategies | Primary Problem solving with EYFS, Key Stage 1 and Key Stage 2 children Finding rules and describing patterns.
The stages of the problem-solving process The problem-solving process can usually be thought of as having four stages: Stage 1: Getting started; ... Primary National Strategy (2004) Problem solving A CPD pack to support the learning and teaching of mathematical problem solving. DfES Publications
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Primary national strategy: problem solving - a CPD pack to support the learning and teaching of mathematical problem solving. This item is one of over 25,000 physical resources available from the Resources Collection. The Archive Collection covers over 50 years of curriculum development in the STEM subjects.
Primary national strategy: models and images - using models and images to support mathematics teaching and learning in Years 1 to 3. ... and problem solving strategies. Six models and images charts support the first five key areas listed above. The charts include a selection of models and images to help in teaching the key areas in a way that ...
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Primary National Strategy To develop their skills in drama, children need to learn to: •improvise and work in role, creating and sustaining roles both ... problem solving, sorting, planning, predicting, reporting, evaluating; • with different outcomes, such as carrying out an experiment, constructing an artefact, making a presentation, deciding
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Primary National Strategy. Mathematics 3 plus 2 day course: Session 11. Objectives. To consider how the foundations of algebra are laid in Key Stage 2 To further understanding of direct proportion To consider ways of teaching direct proportion. The structure of a problem of direct proportion.