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
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
This objective focuses on presenting information and results in a clear and organised way, and presenting solutions or findings in the context of the problem or 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…
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
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
This objective focuses on showing understanding of situations by describing them mathematically and by making correct use of symbols, words, diagrams, tables and graphs. 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 Using and applying…
The National Strategies Last update: 2011
This objective focuses on beginning to organise work, and using and interpreting mathematical 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 Understanding and applying mathematics (UAM) in the mathematics progression maps. The progression…
The National Strategies Last update: 2011
This objective focuses on representing problems and synthesising information in algebraic, geometric or graphical form; and moving from one form of presentation to another to gain a different perspective on the 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…
The National Strategies Last update: 2011
This objective focuses on discussing work using mathematical language and representing work using symbols and simple 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 Understanding and applying mathematics (UAM) in the mathematics progression maps. The…
The National Strategies Last update: 2011
This objective focuses on interpreting, discussing and synthesising information presented in a variety of mathematical forms, and beginning to explain reasons for selection and use of 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
