Synopsis of the Communicating substrand of the mathematics progression maps for Using and applying mathematics (UAM). Describes the steps used to identify where underachieving pupils are on their individual learning journeys. The progression maps were developed before the new Framework for mathematics learning objectives. The new learning objectives for 'Mathematical processes and applications' need to be taken into account when using the UAM progression maps.
The National Strategies Last update: 2011
Key Stage 3 secondary intervention modules for mathematics. This page provides tasks for UAM module arising from UAM communicating progression map - Task 1 from the objective ‘Present information and results in a clear and organised way. Present solutions/findings in the context of the problem/task’, and Task 2 from steps 1 to 10. This module is one of nine Key Stage 3 mathematics intervention modules which are standalone except MM8 and MM9 which should be viewed sequentially to gain…
The National Strategies Last update: 2011
Key Stage 3 secondary intervention modules for mathematics. This page provides questions and answers on communication with shaded squares example and line crossing example. 1. What will it look like if pupils have been successful? 2. How will I know if a pupil really understands the objective? - Probing questions. 3. What can I do if they don't understand? This module is one of nine Key Stage 3 mathematics intervention modules which are standalone except MM8 and MM9 which…
The National Strategies Last update: 2011
Synopsis of the Communicating substrand of the mathematics progression maps for Using and applying mathematics (UAM). Describes the steps used to identify where underachieving pupils are on their individual learning journeys. The progression maps were developed before the new Framework for mathematics learning objectives. The new learning objectives for 'Mathematical processes and applications' need to be taken into account when using the UAM progression maps.
http://www.directoryofchoice.co.uk/ Last update: 2011
This objective focuses on presenting and interpreting solutions/findings in the context of the problem/task, and beginning to develop correct and consistent use of notation, symbols and diagrams. Using an investigation based on the example of Shading Squares, teachers can identify the skills which pupils should already have at this stage of their learning, ask a number of probing questions and use the Line Crossings investigation if they encounter any learning barriers. This objective is part of the Communicating strand of…
The National Strategies Last update: 2011
This objective focuses on choosing and using correctly symbols, diagrams and graphs, and presenting and interpreting solutions/findings in the context of the original problem/task. Using an investigation based on the example of Shading Squares, teachers can identify the skills which pupils should already have at this stage of their learning, ask a number of probing questions and use the Line Crossings investigation if they encounter any learning barriers. This objective is part of the Communicating strand of Understanding and applying…
The National Strategies Last update: 2011
Teaching ideas and example questions to help pupils interpret solutions and finding in the context of the problem or task. This is part of the communicating section of the using and applying mathematics progression map for intervention in secondary mathematics.
http://www.directoryofchoice.co.uk/ Last update: 2011
Teaching ideas and example questions to help pupils present findings in the context of the problem or task and use correctly symbols, diagrams and graphs. This is part of the communicating section of the using and applying mathematics progression map for intervention in secondary mathematics.
http://www.directoryofchoice.co.uk/ Last update: 2011
Key Stage 3 secondary intervention modules for mathematics. This page provides an introduction to the ninth module for intervention (MM9). This module is one of nine Key Stage 3 mathematics intervention modules which are standalone except MM8 and MM9 (UAM parts 1 and 2) which should be viewed sequentially to gain the most from them.
The National Strategies Last update: 2011
FAQs | National Curriculum Access Key Definitions Skip navigation Access key details Home page Latest updates Site map Search Frequently Asked Questions (FAQ) Terms and conditions The DfE is conducting a review of the primary and secondary National Curriculum. This site contains the statutory programmes of study for National Curriculum subjects which maintained schools must follow until a new curriculum is in place. Contact us FAQs News Accessibility / Help Register or Login to your account Search Select Area Entire…
QCDA Last update: 2011
