© Crown copyright 2006 Professional development meeting PDM 2 – mathematics Pace and progression in Using and applying mathematics

© Crown copyright 2006 Starter Work through the problems on handout UA1 How confident are children in our school at answering questions like these? What problem-solving skills and strategies might they use?

© Crown copyright 2006 Five themes of the Using and applying mathematics strand Solving problems Representing – analyse, record, do, check, confirm Enquiring – plan, decide, organise, interpret, reason, justify Reasoning – create, deduce, apply, explore, predict, hypothesise, test Communicating – explain methods and solutions, choices, decisions, reasoning

© Crown copyright 2006 Activity Read through the reasoning objectives on handout UA2 Identify which question on handout UA1 matches which year group

© Crown copyright 2006 Discussion What is the increase in expectation in reasoning from year to year?

© Crown copyright 2006 Block A Counting, partitioning and calculating Block B Securing number facts, understanding shape Block C Handling data and measures Block D Calculating, measuring and understanding shape Block E Securing number facts, relationships and calculating Using and applying mathematics Counting and understanding number Calculating Using and applying mathematics Knowing and using number facts Understanding shape Using and applying mathematics Measuring Handling data Using and applying mathematics Calculating Measuring Counting and understanding number Knowing and using number facts Calculating Understanding shape

© Crown copyright 2006 Discussion How is this structure different from our current planning system? What are the benefits of the ‘block’ approach?

© Crown copyright 2006 Activity

© Crown copyright 2006 Activity 1 – approach A A standard way to continue would be to ask children to complete a set of similar sequences What skills, knowledge and understanding would this develop?

© Crown copyright 2006 Activity 1 – approach B Sam says that if you carry on this sequence, it will contain the number 36. Explain whether you agree with Sam and why. Suggest your own number, bigger than 30, that would be in the sequence. This sequence contains the numbers 5 and 17. Create some different sequences that contain both of these numbers.

© Crown copyright 2006 Discussion What is different in the second approach? What impact does this have on the activity?

© Crown copyright 2006 Follow-up task Teach one of the lessons from the NNS pack Problem solving (DfES G). The activity sheets can be downloaded from: s/mathematics/problem_solving/ s/mathematics/problem_solving/ Make any adaptation you feel is necessary to match the needs of your children. Look at the planning guidance contained within the Framework website or on the DVD for a unit you are about to teach. Choose at least one problem or activity that will develop the use and application of mathematics within that unit. Plan how to use it with your class. Bring notes about, or examples of, work that show how the activities took forward the learning of your focus group of children.