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Step 9 Objective

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

Step 5 Objective

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

Step 8 Objective

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

Step 7 Objective

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

How the Progression Maps can help

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