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Professional development meeting PDM 2 – mathematics

Pace and progression inUsing and applying mathematics

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Starter

Work through the problems on handout UA1

• How confident are children in our school at answering questions like these?

• What problem-solving skills and strategies might they use?

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Five themes of the Using and applying mathematics strand

• Solving problems• Representing – analyse, record, do,

check, confirm• Enquiring – plan, decide, organise,

interpret, reason, justify • Reasoning – create, deduce, apply,

explore, predict, hypothesise, test• Communicating – explain methods

and solutions, choices, decisions, reasoning

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Activity

• Read through the reasoning objectives on handout UA2

• Identify which question on handout UA1 matches which year group

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Discussion

• What is the increase in expectation in reasoning from year to year?

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Block ACounting,

partitioning and calculating

Block BSecuring number

facts, understandingshape

Block CHandling

data and measures

Block DCalculating, measuring

and understanding shape

Block ESecuring number

facts, relationshipsand calculating

Using and applying mathematics

Counting and understanding number

Calculating

Using and applying mathematics

Knowing and using number facts

Understanding shape

Using and applying mathematics

Measuring

Handling data

Using and applying mathematics

Using and applying mathematics

Calculating

Measuring

Counting and understanding number

Knowing and using number facts

Calculating

Understanding shape

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Discussion

• How is this structure different from our current planning system?

• What are the benefits of the ‘block’ approach?

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Activity 1

5 9 11 13 17 19

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Activity 1 – approach A

5 9 11 13 17 19

A standard way to continue would be to ask children to complete a set of similar sequences

What skills, knowledge and understanding would this develop?

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Activity 1 – approach B

5 9 11 13 17 19 Sam says that if you carry on this sequence, it will

contain the number 36. Explain whether you agree with Sam and why.

Suggest your own number, bigger than 30, that would be in the sequence.

This sequence contains the numbers 5 and 17. Create some different sequences that contain both of these numbers.

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Discussion

• What is different in the second approach?

• What impact does this have on the activity?

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Follow-up task

• Teach one of the lessons from the NNS pack Problem solving (DfES 0247-2004G). The activity sheets can be downloaded from: http://www.standards.dfes.gov.uk/primary/publications/mathematics/problem_solving/

• Make any adaptation you feel is necessary to match the needs of your children.

• Look at the planning guidance contained within the Framework website or on the DVD for a unit you are about to teach. Choose at least one problem or activity that will develop the use and application of mathematics within that unit. Plan how to use it with your class.

• Bring notes about, or examples of, work that show how the activities took forward the learning of your focus group of children.