If you’re a maths lead, it may be useful for leading training in school. Here you can find a PowerPoint featuring all of the above. Giving two answers or solutions for children to evaluate Providing a worked example of a similar question Providing partially completed bar models Pre-highlighting the relevant information Scaffolding and supporting the problem-solving process Here’s the answer, but how could you get there?īy already having the answer given, the challenge lies in working out a method to get there. (or Google Drive link if that one doesn’t work: ) Here you can find my badly completed SATs papers. These can be great for partner or whole class discussion. True or false examples featuring common misconceptionsĬhildren can use completed questions to prove or disprove answers and find errors. If you haven’t used them before, I would start by representing missing number calculations, then applying the same skills to word problems.
It is crucial that this is modelled, rather than just ‘highlight the key words’.īar models can be so useful for visualising a problem and working out what needs to be done. Helpful highlighting and annotation of word problems and creating a plan of action slows the process down and gives children a chance to think through the problem. With a good understanding of times table and the related facts, questions such as 120 x 12 can be tackled mentally rather than using long multiplication. If you have Maths Meetings (or some other time outside of the maths lesson to look at an aspect of maths), these can be used to unpick word problems outside of a maths lesson means that children will have a chance to practise finding the operation needed.īeing able to see the relationships between numbers and draw on known multiplication/ division or addition/ subtraction facts will help children to see the patterns. How much did the oldest two classes make in total? Year 4 raised £454, Year 5 raised £461 and Year 6 raised £403. Mia and each of her two friends share £486 equally between them. What is the difference in height between the tallest and shortest child? Sienna is 134 cm, Mark is 127 cm and Lewis is 143 cm. Try to ensure that they have to think about the calculations needed, e.g., If your lesson is on short division, any word problems will be using short division so it removes the challenge of working out the calculation. This means that different methods can be discussed and explored without children instantly jumping in and just adding the first numbers they see! Once a method has been agreed, the numbers are revealed and children can then complete the calculations. When first introducing word problems, I always hide the numbers to begin with. This also may prevent unit mistakes of, say, £35 instead of 35p! Having some kind of reasonable answer indicator means that children have something to check their answer against. Understanding what a reasonable answer is Activities such as these provide an opportunity to explore specific maths vocabulary.
#DROPBOX PAPER HANDWRITING HOW TO#
Knowing what specific mathematical vocabulary means and how to apply it to context is an important starting point.
If you have any other tips or suggestions, I’d love to hear them! You probably already use lots of these techniques, but hopefully there are some useful ideas here. Here are some strategies to use with your classes to develop the problem solving process. But what does this actually mean? And how does it help children to solve problems? When it comes to solving problems, children are sometimes told to use RUCSAC- read, understand, calculation, solve, answer, check. letter featuring a straight line, or starting with a curve) – Pack organised by letter, join and word (e.g. – Exercise flip-up guide to stick in front cover of book (or attach to tables) Each pack is available with the handwriting scaffold and also without. To help support children’s handwriting skills, I’ve made packs of words for children to use. They’re in 3 different sizes: small lines (8mm), medium lines (16mm) and large lines (32mm) so that children can work through at their own pace. I created these lines that aim to help the spacing of ascenders and descenders and lead on to writing on normal exercise book lines.
Hope they’re helpful! If you use and like my resources, please consider buying me a coffee here: I’ve never quite settled on a handwriting scaffold, as the lines often don’t seem to translate across to writing on normal lined paper lines- so I’ve made my own!
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