149_Numeracy Across the Curriculum

What does it amount to?A consistent approach across the school to support all students develop their mental numeracy.. A consistent mathematics across the school Integrated problem so

Numeracy Across the Curriculum

Chris Olleychris@education-interactive.co.uk

What does it amount to?

A consistent approach across the school to support all students

develop their (mental) numeracy

A consistent mathematics across the school

Integrated problem solving

involving mathematical

methods

Albert Einstein (1879-1955)

Do not worry about your difficulties

in mathematics, I assure you that mine are greater

Is it an add miss?

Your colleagues were taught at school to look at the operation to decide the method

In the NNS you look at the

numbers

Numeracy Support

thinking that they have learned through the National Numeracy Strategy.

ways of thinking with open questions.

they can find numbers they are

comfortable with.

 “Can you see numbers close to these that

would be easier to deal with?”

 “Would it be easier the other way round?”

 “Could you break it up and work on the bits

separately?”

 “Could you use doubles or halves?”

 “Can you see an easier problem with the same answer as this one?”

 “Would it help to jot down a number half way?”

 “Would it help to use a number line?”

The Message

problems in your lessons, support them to solve them mentally.

would do it … encourage them to reflect on their own knowledge

about numbers.

(Plan your calculator use)

An Inset to the staf

Presentation at:

www.themathszone.com

Ask

chris@education-interactive.co.uk

We hate bad maths!

Which department does the most maths?

To what extent is maths done the same?

What bad maths do we want to

sort out round the school?

Science in Maths

Time (sec) 0 1 2 3 4 5 Volume of gas (cm³) 0 3.4 6.8 10.2 13.6 17

Volume of Gas Produced

0 5 10 15 20

Maths in Science

Time (sec) 0 1 2 3 4 5 Volume of gas (cm³) 0 2.7 6.7 10.6 13.2 16.8

Volume of Gas Produced

0 5 10 15 20

The Handbook

Based on agreed principles

the NAC working group)

Examples:

Real Problem Solving in Mathematics

on deck, there are 12 passengers

aboard, the wind is blowing East, the clock points to a quarter past three in the afternoon It is the month

East-North-of May How old is the captain?

10cm 50cm

10cm 1cm

You are a lab technician.

You are required to cut the large sheet

of metal into as many of the smaller

Maths Solves Problems Around the School

Where are real problems

ICT: Graphics programming and geometry

How does it happen

Seize the moment

SMT support

NAC working group

Inset time, departmental meeting time, staf meeting time

Access to assemblies, tutor groups, newsletters, poster campaigns

Timetabling input

The Development Plan

 I suggest 3 items:

 Support mental maths

 Ensure accurate maths practices

 Maximise opportunities for cross curricula

working

 Staffing, allocated time, responsibility,

success criteria, monitoring, specified

timescale, costs.

(This is the draft policy)

Implementing the plan

Book your slots in July!

Policy into Practice

strategy and success criteria.

modify.

agree for policy document.

 A clearly stated simple policy

 Appropriate documents to support the policy

 How to support mental maths

 A good maths guide

 Cross curricula projects in department