1.
Inverclyde Secondary Attainment Challenge Team (Numeracy)

2. encourage learners to make jottings as they work and to recognise how these can support
their thinking; model this process for them and distinguish between a presentation and a
jotting.
Learners should not be exposed to standard written methods until they have had appropriate experience of using mental strategies. Premature exposure to working forms restricts learners’ ability and desire to use mental strategies.
Inverclyde Secondary Attainment Challenge Team (Numeracy)

3. Inverclyde Secondary Attainment Challenge Team (Numeracy)
If the top line represents amount of memory space for learning then if you memorise the steps it will always take that amount of memory space.
Triangle shows that if you understand then the memory space can be compressed and you can fit more new learning in.
Inverclyde Secondary Attainment Challenge Team (Numeracy)

4. Inverclyde Secondary Attainment Challenge Team (Numeracy)

5. Inverclyde Secondary Attainment Challenge Team (Numeracy)

6. Inverclyde Secondary Attainment Challenge Team (Numeracy)

7.
Inverclyde Secondary Attainment Challenge Team (Numeracy)

8.
Inverclyde Secondary Attainment Challenge Team (Numeracy)

9.
Inverclyde Secondary Attainment Challenge Team (Numeracy)

10. explanation 4,5… -> 25% need you
Research shows….
explanation > %
explanation 1b -> %
explanation > %
explanation > %
explanation 4,5… -> % need you
1 – first explanation 5% of kids
1b – same explanation just repeated 20% of kids
Now have to change how you explain it to get more kids to understand.
25% of kids need your help to find out misunderstandings and help set them on course with feedback for them
Inverclyde Secondary Attainment Challenge Team (Numeracy)

11.
Inverclyde Secondary Attainment Challenge Team (Numeracy)

12.
Inverclyde Secondary Attainment Challenge Team (Numeracy)

13.
Inverclyde Secondary Attainment Challenge Team (Numeracy)

14.
Inverclyde Secondary Attainment Challenge Team (Numeracy)

15. Inverclyde Secondary Attainment Challenge Team (Numeracy)

16. Inverclyde Secondary Attainment Challenge Team (Numeracy)

17. Inverclyde Secondary Attainment Challenge Team (Numeracy)

18. Inverclyde Secondary Attainment Challenge Team (Numeracy)

19. Inverclyde Secondary Attainment Challenge Team (Numeracy)

20. Inverclyde Secondary Attainment Challenge Team (Numeracy)

21. Inverclyde Secondary Attainment Challenge Team (Numeracy)
437 is the same as rather than talking of units, tens, hundreds columns.
Inverclyde Secondary Attainment Challenge Team (Numeracy)

22. Can you do these without a calculator . . . . We will show you how!
45 x x 23
Inverclyde Secondary Attainment Challenge Team (Numeracy)

23. 34 x 9
Inverclyde Secondary Attainment Challenge Team (Numeracy)

24. 34 x 9 9
270 36
306
Inverclyde Secondary Attainment Challenge Team (Numeracy)

25. 25 x 17
Inverclyde Secondary Attainment Challenge Team (Numeracy)

26. 25 x 17 10 7
200 50
250
140 35
175
425
Inverclyde Secondary Attainment Challenge Team (Numeracy)

27. Try ….
7 x x 49
Inverclyde Secondary Attainment Challenge Team (Numeracy)

28. Inverclyde Secondary Attainment Challenge Team (Numeracy)

29. Inverclyde Secondary Attainment Challenge Team (Numeracy)

30. 27 50 4 25 2 Inverclyde Secondary Attainment Challenge Team (Numeracy)
Pupil responses can be “ can not half an odd number” as they do not recognise 54 as even because they want to half the 4 then half the 5. 27
Inverclyde Secondary Attainment Challenge Team (Numeracy)

31. 120
100 20
Inverclyde Secondary Attainment Challenge Team (Numeracy)

32. 120
100 20
or 24 x 3 = 72
Inverclyde Secondary Attainment Challenge Team (Numeracy)

33. of 2149 2 7 Inverclyde Secondary Attainment Challenge Team (Numeracy)
Try this one – pupils split into 2100 and 49 which means each box in the bar has a 300 and a 7. Taking two boxes gives = 614.
Another one tried in class was 1/7 of 7126 which was split to gave the pupils a 1000 BUT they then split the 100 up again into 70 and 30. the 70 gave them a 10, the 26 went with the remaining 30 to get 56 and then an 8.
1/7 of 7126 = = 1018
Inverclyde Secondary Attainment Challenge Team (Numeracy)

34. Inverclyde Secondary Attainment Challenge Team (Numeracy)

35. Asked the pupil what 6 times facts did they know . . .
6 x 5 = 30 so drew that in the box, 24 left over
6 times what makes 24 – did not know
What other 6 times facts do you know?
6 x 2 = 12 and then lightbulb that two 12s make 24
So bar contains a 30 and a 12 and a 12
Outside the bar is a 5 and a 2 and a 2 so 54 ÷ 6 = 9
Inverclyde Secondary Attainment Challenge Team (Numeracy)

36. Inverclyde Secondary Attainment Challenge Team (Numeracy)

37. Inverclyde Secondary Attainment Challenge Team (Numeracy)

38. 45 320 20 400 320 20 80 80 5 -> 16 10 -> 160 -> 32 5 -> 80
-> 16
10 -> 160
-> 32
20 -> 320
400
5 -> 80 80
The most important chat is the left hand side.
If 1 of them is 16 then double gives 2 -> 32.
If 1 -> 16 then 10 gives gives 10 -> 32 etc.
Now do repeated subtraction e.g. can fit 20 of them into 720 so 720 – 320 leaves 400.
Can fit 20 of them into 400 so 400 – 320 leaves 80.
If 10 gives 160 then 5 must be half of that so total amount we used was = 45! 720 ÷16 = 45.
Inverclyde Secondary Attainment Challenge Team (Numeracy)

39. 21 340 20 17 17 1 -> 17 10 -> 170 -> 34 20 -> 340
-> 17
10 -> 170
-> 34
20 -> 340 17
Inverclyde Secondary Attainment Challenge Team (Numeracy)

40. 598 ÷ 13
Inverclyde Secondary Attainment Challenge Team (Numeracy)

41. Inverclyde Secondary Attainment Challenge Team (Numeracy)

42. Sis
Using square post-it notes me me
Means I ate half the pizza
Inverclyde Secondary Attainment Challenge Team (Numeracy)

43. Making Maths Count No such thing as a ‘Maths Brain’ –
we can all do Maths!
Making Maths Count
Transforming public attitudes to maths
Improving confidence and fluency in maths
Promoting the value of maths as an
essential skill for every career
Inverclyde Secondary Attainment Challenge Team (Numeracy)

44. Inverclyde Secondary Attainment Challenge Team (Numeracy)