Meeting the Needs of the More Able in Maths Focus Primary Conference October 22 nd 2015 Katrina Papuga Stafford Campus Outline of Session Long Term Planning, Framework and Schemes Differentiation Independent Strategies Enhancing the Curriculum New Style Test and Expectations Useful websites Long Term Planning, Framework and Schemes COUNTING Year 1 Year 2Year 3 Year 4Year 5Year 6 count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number count backwards through zero to include negative numbers interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero use negative numbers in context, and calculate intervals across zero count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens count in steps of 2, 3, and 5 from 0, and in tens from any number, forward or backward count from 0 in multiples of 4, 8, 50 and 100; count in multiples of 6, 7, 9, 25 and count forwards or backwards in steps of powers of 10 for any given number up to given a number, identify one more and one less find 10 or 100 more or less than a given number find more or less than a given number COMPARING NUMBERS use the language of: equal to, more than, less than (fewer), most, least compare and order numbers from 0 up to 100; use and = signs compare and order numbers up to order and compare numbers beyond read, write, order and compare numbers to at least and determine the value of each digit (appears also in Reading and Writing Numbers) read, write, order and compare numbers up to and determine the value of each digit (appears also in Reading and Writing Numbers) compare numbers with the same number of decimal places up to two decimal places (copied from Fractions) IDENTIFYING, REPRESENTING AND ESTIMATING NUMBERS identify and represent numbers using objects and pictorial representations including the number line identify, represent and estimate numbers using different representations, including the number line identify, represent and estimate numbers using different representations identify, represent and estimate numbers using different representations KS3 Progression Map: Number WCExpectedDeepening Addition and subtractionIncluding negative numbers MultiplicationMultiplying decimals DivisionDividing decimals Multiplying and dividing by 10, 100, 100 etc. (Decimals, PV) Rounding to the nearest 10,100, 1000Rounding decimals to given d.p D/3D shapesCongruent/similar shapes Angles Angles between parallel lines Interior and exterior angles Area and perimeter Surface area Volume of cuboids and other prisms Half Term Multiples and factors Prime numbers HCF, LCM Prime factorisation Ordering numbers Negative numbers Ordering +ve, -ve, decimals, fractions etc Roman Numerals Time Square and cube numbers Mixed numbers and improper fractions Integer powers Comparing fractions Multiplying and dividing fractions Multiply and divide whole numbers by fractions Assessment week Co-ordinates Translation, rotation and reflection of shapes on given axis/lines Example of Long Term Plan Differentiation Skill Worked example/evidence of understanding What is my starting point? *Find the value of x 5 + x = 11 x = x 19 = 6 x = **Gather like terms 2n + 4m + 3n = 6a + 9b 3a + b = ***Expand brackets 2 ( x + 9) = 3(2a + 2b) = ****Solve these simultaneous equations to find the value of x and y 2x + y = 7 3x - y = 8 Differentiation Skill Worked example/evidence of understanding What is my starting point? *Find the value of x 5 + x = 11 x = 6 x 19 = 6 x = 25 **Gather like terms 2n + 4m + 3n = 4m + 5n 6a + 9b 3a + b = 3a + 10b ***Expand brackets 2 ( x + 9 ) = 2x ( 2a + 2b ) = 6a + 6b ****Solve these simultaneous equations to find the value of x and y 2x + y = 7 3x - y = 8 2x + y = 7 Add together to 3x - y = 8 eliminate y x = 15 x = y = 7 y = 1 Guided Maths Groups Process of using Guided Maths Teach yourself / teach a friend/ teach the teacher Talk partners INK Stickers Self-assessment (before and after) Help Station Group support Independent Strategies I Now Know... Help Station Enhancing the Curriculum New Style Test and Expectations What has changed? Higher expectations Fewer objectives Earlier introduction of formal written methods Emphasis on making connections across the curriculum Depth not breadth Able and talented no longer move onto the concepts of higher year groups (?) Useful websites Where to go from here? Questions? Suggestions? Reflections? Actions?