This objective focuses on pupils being able to show some insight into mathematical structure by using pattern and symmetry to justify generalisations, arguments or solutions. Using an investigation based on the example of Hollow Squares, teachers can identify the skills which pupils should already have at this stage of their learning, ask them a number of probing questions and use the Line Crossings investigation and problem if they encounter any learning barriers. This objective is part of the Reasoning strand…

The National Strategies Last update: 2011

This objective focuses on pupils being able to solve problems and investigate in a range of contexts, explaining and justifying methods and conclusions, and beginning to generalise and to understand the significance of a counter-example. Using an investigation based on the example of Hollow Squares, teachers can identify the skills which pupils should already have at this stage of their learning, ask them a number of probing questions and use the Line Crossings investigation and problem if they encounter any…

The National Strategies Last update: 2011

This objective focuses on pupils being able to present a concise reasoned argument, using symbols, diagrams, graphs and related explanatory texts. Using an investigation based on the example of Hollow Squares, teachers can identify the skills which pupils should already have at this stage of their learning, ask them a number of probing questions and use the Line Crossings investigation and problem if they encounter any learning barriers. This objective is part of the Reasoning strand of Using and applying…

The National Strategies Last update: 2011

This objective focuses on pupils being able to use logical argument to establish the truth of a statement, and begin to give mathematical justifications and test by checking particular cases. Using an investigation based on the example of Hollow Squares, teachers can identify the skills which pupils should already have at this stage of their learning, ask them a number of probing questions and use the Line Crossings investigation if they encounter any learning barriers. This objective is part of…

The National Strategies Last update: 2011

Key Stage 3 secondary intervention modules for mathematics. This page provides suggestions for the ten steps of problem solving, of reasoning and of communication in the progression maps. 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 most from them.

The National Strategies Last update: 2011

This objective focuses on pupils being able to draw simple conclusions and explain reasoning; suggest extensions to problems; conjecture and generalise. Using an investigation based on the example of Hollow Squares, teachers can identify the skills which pupils should already have at this stage of their learning, ask them a number of probing questions and use the Line Crossings investigation when they encounter any learning barriers. This objective is part of the Reasoning strand of Using and applying mathematics (UAM)…

The National Strategies Last update: 2011

This objective focuses on pupils being able to make general statements, based on evidence produced, and explain their reasoning. Using an investigation based on the example of Hollow Squares, teachers can identify the skills which pupils should already have at this stage of their learning, ask them a number of probing questions and use the Line Crossings investigation if they encounter any learning barriers. This objective is part of a progression map for the Reasoning strand of Using and applying…

The National Strategies Last update: 2011

This objective focuses on pupils being able to appreciate the difference between mathematical explanation and experimental evidence. Using an investigation based on the example of Hollow Squares, teachers can identify the skills which pupils should already have at this stage of their learning, ask them a number of probing questions and use the Line Crossings investigation if they encounter any learning barriers. This objective is part of a progression map for the Reasoning strand of Using and applying mathematics (UAM)…

The National Strategies Last update: 2011

This objective focuses on pupils being able to understand a general statement by finding particular examples that match it. Using an investigation based on the example of Hollow Squares, teachers can identify the skills which pupils should already have at this stage of their learning, ask them a number of probing questions and use the Line Crossings investigation if they come across any learning barriers. This objective is part of the Reasoning strand of Using and applying mathematics in the…

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.

The National Strategies Last update: 2011