Welcome to the Year 7 Mathematics Information Evening

Welcome to the Year 7 Mathematics Information Evening

Mathematics Information Evening

St Peter’s School Mathematics Department

Head of Maths Mrs A Sawa

2 i/c of Maths Miss A Alkema

Deputy Head/Maths Mrs E Smith

Head of Assessment & Reporting/Maths Mr D Sharp

Inclusion Manager/Maths Miss T Das

Full Time Maths Mrs J Gregg

Full Time Maths Mrs L Doran

Full Time Maths Mr D Moore


Aims for tonight:

Share our aims of the Mathematics DepartmentRecent resultsLesson formatExamples of work setNew methodsUseful websites


The aims of the Mathematics Department are:

• to give each pupil a healthy safe environment for learning, enabling them to maximise their own personal targets and achievement.

• to provide a challenging academic curriculum to develop problem solving skills. • to bring awareness to pupils of mathematics all around us through our

curriculum. • to encourage communication of ideas and sharing of information. • to promote self esteem by valuing and affirming every individual for their efforts

and achievements in our curriculum area.

Mathematics Information Evening Results 2013:

KS3 L8 12 % L5 + 97 %

KS4Maths Y11 A* - A 34 % A* - C 89 %

Stats Y10 A* - A 41 % A* - C 87 %

KS5Maths A* - B 81 % A* - E 100 %

Further Maths A* - C 83% A* - E 100 %

Mathematics Information EveningLesson Structure

Students have 3 x 1hr lessons per week.Emphasis in Y7 is on mental maths and written calculations.

Lessons consist of StarterMain activitiesPlenary

Starter: short activity designed to start students thinking mathematically

Main Activities: these can be multiple activities which introduce new concepts and have elements of sustained learning either

independently, in pairs or as group work. Students are encouraged to discuss and share their methodology to the rest of the class

Plenary: recaps main learning points from the lesson

Assessment & Reporting

• Homework is set 2 out of the 3 lessons.• Marked in class the next lesson, by students or peers.• Immediate feedback, extra practice if required, move onto next part of

the topic.• Books taken in fortnightly to assess progress and give formal

feedback.• Progress Trackers outline aspects of topic covered, these are filled in

at the start and at the end of the topic.• Topics last for 3-5 lessons and tested formally then levelled.• Levels are entered onto One Place.• Parents’ Evening is Thursday 23rd January


Progress Tracker


Oneplace: Student view


Mathematics Information EveningStarter:


Starter:

Mathematics Information EveningExample of an activity for Multiplication:


Plenary:


This is also known as the GELOSIAN method.

There are 3 main methods we use for multiplication

31.6 x 6.8

3 1 . 6

6

.

8

1

8

0

6

3

6

2

4

8

0

8

4

8

8

1

4

11

12

Ans = 214.88

.

15.3 x 2.4

1 5 . 3

2

.

4

Ans =

.


Box Method: 361 x 46

300 60 1

40 6

12000

2400

40

1800

360 6

Add up the 6 boxes to get, Ans = 16,606

This is often used well with whole numbers, but when there are decimals the place value causes problems.


Traditional Method

Students often forget to add the ‘0’ when x by 10


What else do we offer in the department?

Junior Maths Challenge - Thursday 1st May 2014

Inter Surrey Schools Quiz

Games Club

Maths Club – Cipher competition with Southampton Uni

Puzzle of the Week


Outside of the maths classroom what else is happening to support students’ maths?

How can you help support your student with their maths?

Useful Websites:www.cimt.plymouth.ac.ukwww.mymaths.co.ukhttp://www.bbc.co.uk/bitesize/ks3/maths/http://www.kangaroomaths.com/kenny.php

http://www.cimt.plymouth.ac.uk/

http://www.mymaths.co.uk/

http://www.bbc.co.uk/bitesize/ks3/maths/



http://www.kangaroomaths.com/kenny.php

http://www.kangaroomaths.com/kenny.php

spchs radiuswww.mymaths.co.uk

Unique 3 digit code

Unique 3 letter code

H/W may appear here or here

Once a task has been done refresh the page

Completed task list with results – tasks can be redone here

Topics can be selected specific to any level

Level 5 topics can be filtered out to give fewer topic options

Topics from the four main strands can be selected

Levels in Maths:

Level 5 – detailed outline

Year 7s on Level 6

Levels to grades

Where to find extra information:http://www.kangaroomaths.com/kenny3.php?page=KassessKS3#lp

http://www.kangaroomaths.com/kenny3.php?page=KassessKS3

http://www.kangaroomaths.com/kenny3.php?page=KassessKS3

Level 5 – ASSESSMENT CRITERIA Number and Algebra

•I understand and can use decimal notation and place value e.g. I know that in 5.239 the digit 9 represents nine thousandths, which is written as 0.009 •I can multiply and divide integers and decimals by 10, 100, 1000 and explain the effect e.g. I can answer questions like 4 ÷ ? = 0.04, 0.4 x 10 = ?, ? x 1000 = 40 000, 0.4 ÷ ? = 0.004•I can round decimals to the nearest decimal place•I can put negative numbers in order•I can recognise and use number patterns and relationships e.g. I can tell if a number can be divided by 25•I can identify equivalent fractions and order fractions and decimals •I can cancel fractions to their simplest form by looking for highest common factors •I can understand simple ratio problems e.g. In the gym club there are 2 boys for every 3 girls. There are 30 children at the club. How many boys are there?•I can calculate, including using all four operations, with decimals to 2 places e.g. 543.65 + 45.8 764.78 – 56.4 6.24 x 8 239.22 ÷ 6•I can use a calculator where appropriate to calculate fractions and percentages of amounts e.g. What is 14.5% of 56 litres?•I can multiply and divide three-digit by two-digit whole numbers without a calculator e.g. I can calculate 673 × 24, 806 ÷ 26•I can solve simple problems involving ordering, adding and subtracting negative numbers e.g. I can calculate 62 + -51, 5 - -3, -3 + ? = 7, -2 - ? = 7•I can solve simple problems involving ratio and direct proportion e.g. If 1 litre of fruit drink contains 200ml of orange juice, how much orange juice is there in 1.5 litres of fruit drink?•I can estimate using approximations and check by using inverse operations e.g. I know that 786 ÷ 38 is about 800 ÷ 40. I can use a calculator to check 3 ÷ 7 = 0.4285714… with 7 x 0.4285714•I can construct expressions and use simple formulae e.g. I understand that a letter can stand for an unknown number or variable number and not a label, e.g. ‘5a’ cannot mean ‘5 apples’•I can use and interpret coordinates in all four quadrants e.g. If I am given the coordinates of three vertices of a parallelogram, I can find the fourth.

Level 5 ASSESSMENT CRITERIA Geometry and Measures, Data Handling •I can identify all the symmetries of 2-D shapes e.g. recognise line symmetry and rotation symmetry•I can correctly describe angles e.g. acute, obtuse, reflex•I know and can use the total of the angles a triangle e.g. I can calculate ‘missing angles’ in triangles•I know and can use the total of the angles at a point•I can transform shapes and make sense of the way their position changes e.g. I can reflect, rotate and translate shapes•I can measure and draw angles to the nearest degree e.g. I can measure and draw reflex angles to the nearest degree•I can construct shapes accurately e.g. I can construct a triangle given the length of two sides and the angle between them•I can read and interpret scales on a range of measuring instruments and explain what each labelled division represents on a scale•I can solve problems that involve converting units e.g. Change 750 g into kilograms, I can work out approximately how many km are equivalent to 20 miles•I can make sensible estimates of a range of measures in everyday situations •I know and can use the formula for the area of a rectangle•I know the difference between area and perimeter e.g. I can find the length of a rectangle given its perimeter and width•I can ask questions, plan how to answer them and collect the data I need•I can work out probabilities based on equally likely outcomes and experimental evidence e.g. I can compare the likelihood of numbers on two spinners •I understand and can use the probability scale from 0 to 1•I understand and can use the mean of discrete data•I can compare two simple distributions using the range and one of the mode, median or mean•I understand that different outcomes may result from repeating an experiment•I can interpret diagrams and graphs, including pie charts, and draw conclusions•I can create and interpret line graphs for suitable data

Reinforcement of numeracy concepts outside the classroom

Positive attitudes build positive beliefs

“ …. I could never do any of that at school ….” anonymous parent


Thank you for listening!

If you have any further questions then please contact:

Mrs Sawa or Miss [email protected]@st-peters.surrey.sch.uk

Tel: 01483 534654

mailto:[email protected]

mailto:[email protected]

Documents

Welcome to the Year 7 Mathematics Information Evening