2. » There appears to be a ‘moderately high correlation’ between people’s literacy and numeracy levels (DfEE, 2011) » “It is difficult to think of a situation involving numeracy that does not also include aspects of literacy and language.” (Woolley, 2013). This means that those supporting numeracy learners need to be aware of the literacy and language needs of their learners too.

3. Know a range of maths strategies to use with learners

4. It is important that learners realise that there is more than one way to tackle problems involving the four rules of number. The strategy they chose to use may vary depending on the problem. For simpler sums they may use a mental strategy. For more complex problems they can choose from a range of written strategies.

5. Addition Mental – number bonds & doubling; adjusting strategy; splitting/compartmentalising Written - column method, number lines Subtraction Mental – numbers bonds & halving; counting on from smallest number; adjusting Written - column method, number lines

6. Simpler sums may involve making use of their ‘times table’ knowledge OR using continuous addition (mental strategies) For more complex sums there is choice: Traditional long multiplication Grid method (Napier’s method) Table method (written strategies) http://www.mathsonline.org/pages/longmult.html

7. Simpler sums may involve making use of their ‘times table’ knowledge OR using continuous subtraction (mental strategies) For more complex sums there is choice: Traditional long division or the bus stop method Chunking method (written strategies)

8. Select a range of tools that can be used to increase understanding in numeracy learners and describe their application Outline some of the activities and resources that can promote discussion within the learning environment Describe how context can be used to promote understanding

9. Numeracy learners benefit from expressing concepts in terms of concrete problems. This is particularly effective when supported by visual or kinaesthetic resources.

10. learning about the difference between 2d and 3d shapes learning about the properties of 3d shapes creating a plan or drawing of 3d objects or buildings All of these tasks are made easier by access to multi-link cubes

11. Have a play with the resources provided and select four – one of which must be electronic. Provide a description of how each of your chosen tools could be used – the most useful are those that can be used to develop understanding of a variety of concepts.

12. Work with partner to solve the problem – explain your thinking as you go! http://www.transum.org/software/SW/Starter_ of_the_day/starter_February19.asp http://www.transum.org/software/SW/Starter_ of_the_day/starter_February8.asp

13. Learners speaking to each other about their current understanding of a numerical concept has a number of benefits: Helps the speaker clarify and evaluate their own understanding Those listening can compare the explanation with their understanding There is less expectation of an immediate correct answer – taking some pressure off the learners Being able to talk about numeracy helps learners identify themselves as someone who can ‘do’ maths

14. Learning numeracy skills in a relevant context can make the learning purposeful and useful. Take 5 minutes to note down: What numeracy skills do the learners you support actually need for their course, apprenticeship or chosen career? And when/where would they use those skills?

15. Example on Moodle - Engineering