Maths
18 total works
An exciting new series from Andrew Brodie featuring number puzzles and
games that get pupils using their
maths skills without even realising it! The games and puzzles are fun
and challenging whilst addressing the need for children to learn number
facts and develop their skills in 'using and applying' mathematics. An
accompanying CD-ROM contains all the activity sheets to print out,
photocopy or display on a whiteboard.
games that get pupils using their
maths skills without even realising it! The games and puzzles are fun
and challenging whilst addressing the need for children to learn number
facts and develop their skills in 'using and applying' mathematics. An
accompanying CD-ROM contains all the activity sheets to print out,
photocopy or display on a whiteboard.
The Maths Money Problems
series addresses the perennial demand from teachers for problem-solving
activities involving money. The using and applying strand of the new
framework specifically refers to the need for children to solve
problems involving money e.g. in Year 2 children are expected to `solve
problems involving counting, adding, subtracting, doubling or halving
in the context of numbers, measures or money, for example to `pay' and
`give' change. This series provides a range of such problems set in a
real life context, e.g. shopping, going on holiday. Each book is
accompanied by a CD-ROM containing worksheets which can be printed out,
photocopied, or displayed on a whiteboard.
series addresses the perennial demand from teachers for problem-solving
activities involving money. The using and applying strand of the new
framework specifically refers to the need for children to solve
problems involving money e.g. in Year 2 children are expected to `solve
problems involving counting, adding, subtracting, doubling or halving
in the context of numbers, measures or money, for example to `pay' and
`give' change. This series provides a range of such problems set in a
real life context, e.g. shopping, going on holiday. Each book is
accompanied by a CD-ROM containing worksheets which can be printed out,
photocopied, or displayed on a whiteboard.
The Solving Maths Problems series addresses the perennial demand from teachers for problem-solving activities in maths. Although teachers have been receptive to recommendations for problem types from Local Authority Advisers, they still feel that they haven't got the time to invent their own problem solving questions. This series offers teachers a solution by providing a variety of problem solving activities and answers. Each book is accompanied by a CD-ROM which includes whiteboard examples of each problem type and activity sheets that children can complete as a follow-up. The sheets are in both PDF form and Word files so that teachers can customise them to meet individual needs or for homework.
The Solving Maths Problems series addresses the perennial demand from teachers for problem-solving activities in maths. Although teachers have been receptive to recommendations for problem types from Local Authority Advisers, they still feel that they haven't got the time to invent their own problem solving questions. This series offers teachers a solution by providing a variety of problem solving activities and answers. Each book is accompanied by a CD-ROM which includes whiteboard examples of each problem type and activity sheets that children can complete as a follow-up. The sheets are in both PDF form and Word files so that teachers can customise them to meet individual needs or for homework.
This series is in direct response to the Williams Review which states that 'encouraging pupils to talk mathematically is a key component in any successful pedagogy on a whole-class basis, as a regular part of the daily mathematics lesson.' To initiate mathematical discussion, each activity in these books starts with a whiteboard stimulus - this could be simply a set of mental maths questions, which teachers discuss with pupils to establish strategies and techniques, or it could be a problem to solve, a pattern to continue, a set of shapes to discuss or a set of questions that the pupils have to work through in written form after the discussion. Some of the activities are deliberately short and others open-ended with thought-provoking questions, outlined in the Teachers' notes, encouraging interactivity between the pupil and teacher and from pupil to pupil. Each book features 30 activities with an introductory page showing Learning Objectives, Learning Outcomes and Success Criteria (i.e. how to make effective assessments of pupils' progress) followed by a page featuring a screenshot of the whiteboard with suggested questions, discussion points vocabulary and assessment pointers.
An exciting new series from Andrew Brodie featuring number puzzles and games that get pupils using their
maths skills without even realising it! The games and puzzles are fun and challenging whilst addressing the need for children to learn number facts and develop their skills in 'using and applying' mathematics. An accompanying CD-ROM contains all the activity sheets to print out, photocopy or display on a whiteboard.
maths skills without even realising it! The games and puzzles are fun and challenging whilst addressing the need for children to learn number facts and develop their skills in 'using and applying' mathematics. An accompanying CD-ROM contains all the activity sheets to print out, photocopy or display on a whiteboard.
The Maths Money Problems series addresses the perennial demand from teachers for problem-solving activities involving money. The using and applying strand of the new framework specifically refers to the need for children to solve problems involving money e.g. in Year 2 children are expected to `solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to `pay' and `give' change. This series provides a range of such problems set in a real life context, e.g. shopping, going on holiday. Each book is accompanied by a CD-ROM containing worksheets which can be printed out, photocopied, or displayed on a whiteboard.
This series is in direct response to the Williams Review which states that 'encouraging pupils to talk mathematically is a key component in any successful pedagogy on a whole-class basis, as a regular part of the daily mathematics lesson.' To initiate mathematical discussion, each activity in these books starts with a whiteboard stimulus - this could be simply a set of mental maths questions, which teachers discuss with pupils to establish strategies and techniques, or it could be a problem to solve, a pattern to continue, a set of shapes to discuss or a set of questions that the pupils have to work through in written form after the discussion. Some of the activities are deliberately short and others open-ended with thought-provoking questions, outlined in the Teachers' notes, encouraging interactivity between the pupil and teacher and from pupil to pupil. Each book features 30 activities with an introductory page showing Learning Objectives, Learning Outcomes and Success Criteria (i.e. how to make effective assessments of pupils' progress) followed by a page featuring a screenshot of the whiteboard with suggested questions, discussion points vocabulary and assessment pointers.
This series is in direct response to the Williams Review which states that 'encouraging pupils to talk mathematically is a key component in any successful pedagogy on a whole-class basis, as a regular part of the daily mathematics lesson.' To initiate mathematical discussion, each activity in these books starts with a whiteboard stimulus - this could be simply a set of mental maths questions, which teachers discuss with pupils to establish strategies and techniques, or it could be a problem to solve, a pattern to continue, a set of shapes to discuss or a set of questions that the pupils have to work through in written form after the discussion. Some of the activities are deliberately short and others open-ended with thought-provoking questions, outlined in the Teachers' notes, encouraging interactivity between the pupil and teacher and from pupil to pupil. Each book features 30 activities with an introductory page showing Learning Objectives, Learning Outcomes and Success Criteria (i.e. how to make effective assessments of pupils' progress) followed by a page featuring a screenshot of the whiteboard with suggested questions, discussion points vocabulary and assessment pointers.
Ten Minute Maths Assessments closely matches the Primary framework and also ties in extremely well with the Williams interim review which states 'A renewed and sharper focus on the use of mental mathematics would be beneficial, and would particularly help under-attaining groups of children'. The tests are quick and easy to administer and would provide a 'snap shot' of where each pupil is - perfect for on-going periodic assessment introduced as part of APP. Andrew has analysed the Primary Mathematics framework carefully and worked out the number of learning objectives that can be successfully tested in each year group. By taking the framework and breaking it down into small 'steps for learning' each test focuses on what the pupils are actually learning in class. The teacher can then give the test to a group of pupils, who have been working on one of these steps, to monitor their progress. The teacher records the results on the assessment grid and, over a period of time, builds a clear picture of each pupil's NC level. This approach is very much the thrust of the latest developments in assessment: Assessment for Learning, Assessing Pupils' Progress, etc.
This is an ingenious method for getting children to use their maths skills in a problem solving way. Each book contains 80 number wheels that have to be solved using mental agility and skill. Starting with simple addition and subtraction wheels, children progress on to double number wheels where they have to use multiplication, division and decimals. Children will be practising maths skills without even realising they are doing it as they strive to solve the puzzles.
Ten Minute Maths Assessments closely matches the Primary framework and also ties in extremely well with the Williams interim review which states 'A renewed and sharper focus on the use of mental mathematics would be beneficial, and would particularly help under-attaining groups of children'. The tests are quick and easy to administer and would provide a 'snap shot' of where each pupil is - perfect for on-going periodic assessment introduced as part of APP. Andrew has analysed the Primary Mathematics framework carefully and worked out the number of learning objectives that can be successfully tested in each year group. By taking the framework and breaking it down into small 'steps for learning' each test focuses on what the pupils are actually learning in class. The teacher can then give the test to a group of pupils, who have been working on one of these steps, to monitor their progress. The teacher records the results on the assessment grid and, over a period of time, builds a clear picture of each pupil's NC level. This approach is very much the thrust of the latest developments in assessment: Assessment for Learning, Assessing Pupils' Progress, etc.
This is an ingenious method for getting children to use their maths skills in a problem solving way. Each book contains 80 number wheels that have to be solved using mental agility and skill. Starting with simple addition and subtraction wheels, children progress on to double number wheels where they have to use multiplication, division and decimals. Children will be practising maths skills without even realising they are doing it as they strive to solve the puzzles.
The Solving Maths Problems series addresses the perennial demand from teachers for problem-solving activities in maths. Although teachers have been receptive to recommendations for problem types from Local Authority Advisers, they still feel that they haven't got the time to invent their own problem solving questions. This series offers teachers a solution by providing a variety of problem solving activities and answers. Each book is accompanied by a CD-ROM which includes whiteboard examples of each problem type and activity sheets that children can complete as a follow-up. The sheets are in both PDF form and Word files so that teachers can customise them to meet individual needs or for homework.
Ten Minute Maths Assessments closely matches the Primary framework and also ties in extremely well with the Williams interim review which states 'A renewed and sharper focus on the use of mental mathematics would be beneficial, and would particularly help under-attaining groups of children'. The tests are quick and easy to administer and would provide a 'snap shot' of where each pupil is - perfect for on-going periodic assessment introduced as part of APP. Andrew has analysed the Primary Mathematics framework carefully and worked out the number of learning objectives that can be successfully tested in each year group. By taking the framework and breaking it down into small 'steps for learning' each test focuses on what the pupils are actually learning in class. The teacher can then give the test to a group of pupils, who have been working on one of these steps, to monitor their progress. The teacher records the results on the assessment grid and, over a period of time, builds a clear picture of each pupil's NC level. This approach is very much the thrust of the latest developments in assessment: Assessment for Learning, Assessing Pupils' Progress, etc.
Ten Minute Maths Assessments closely matches the Primary framework and also ties in extremely well with the Williams interim review which states 'A renewed and sharper focus on the use of mental mathematics would be beneficial, and would particularly help under-attaining groups of children'. The tests are quick and easy to administer and would provide a 'snap shot' of where each pupil is - perfect for on-going periodic assessment introduced as part of APP. Andrew has analysed the Primary Mathematics framework carefully and worked out the number of learning objectives that can be successfully tested in each year group. By taking the framework and breaking it down into small 'steps for learning' each test focuses on what the pupils are actually learning in class. The teacher can then give the test to a group of pupils, who have been working on one of these steps, to monitor their progress. The teacher records the results on the assessment grid and, over a period of time, builds a clear picture of each pupil's NC level. This approach is very much the thrust of the latest developments in assessment: Assessment for Learning, Assessing Pupils' Progress, etc.
Ten Minute Maths Assessments closely matches the Primary framework and also ties in extremely well with the Williams interim review which states 'A renewed and sharper focus on the use of mental mathematics would be beneficial, and would particularly help under-attaining groups of children'. The tests are quick and easy to administer and would provide a 'snap shot' of where each pupil is - perfect for on-going periodic assessment introduced as part of APP. Andrew has analysed the Primary Mathematics framework carefully and worked out the number of learning objectives that can be successfully tested in each year group. By taking the framework and breaking it down into small 'steps for learning' each test focuses on what the pupils are actually learning in class. The teacher can then give the test to a group of pupils, who have been working on one of these steps, to monitor their progress. The teacher records the results on the assessment grid and, over a period of time, builds a clear picture of each pupil's NC level. This approach is very much the thrust of the latest developments in assessment: Assessment for Learning, Assessing Pupils' Progress, etc.
Ten Minute Maths Assessments closely matches the Primary framework and also ties in extremely well with the Williams interim review which states 'A renewed and sharper focus on the use of mental mathematics would be beneficial, and would particularly help under-attaining groups of children'. The tests are quick and easy to administer and would provide a 'snap shot' of where each pupil is - perfect for on-going periodic assessment introduced as part of APP. Andrew has analysed the Primary Mathematics framework carefully and worked out the number of learning objectives that can be successfully tested in each year group. By taking the framework and breaking it down into small 'steps for learning' each test focuses on what the pupils are actually learning in class. The teacher can then give the test to a group of pupils, who have been working on one of these steps, to monitor their progress. The teacher records the results on the assessment grid and, over a period of time, builds a clear picture of each pupil's NC level. This approach is very much the thrust of the latest developments in assessment: Assessment for Learning, Assessing Pupils' Progress, etc.