6 Addition and Subtraction - Mental Preparatory Reading Write a brief descriptive account of how you LOs 1-3 calculations, including fluency and are seeing mental mathematics operating in Thompson I(199) Mental Calculation Strategies for S2d; S3a; S3b; reasoning your setting Addition and Subtraction accessed at S3e; S4a; S4b; - Mental methods Which resources are used? How effective S4d; S4e; S5a; are they? S5b - Developing learning within group work and the, use of resources. Insert your account into your mathematics file. Haylock D. (2014) Mathematics Explained For Primary Teachers (4th Edition) Chapter 8 Mental strategies for addition and subtraction 7 Addition Reading Obtain an anonymous copy of a work LOs 1-3 child’s that illustrates a misconception. Written calculation addition Comment on the misconception, including Cotton (2013) Understanding and Teaching S2d; S3a; S3b; as a minimum:- Primary Mathematics Chapter 6 S3e; S4a; S4b; Consideration of different methods as How the next steps for the pupil were S4d; S4e; S5a; provided? shown in the appendix of the new NC Directed Study S5b What intervention was undertaken? The use of learning objectives and 1 .Develop an activity for children to learn their success criteria number bonds. Ensure that you have included objectives and success criteria. Be prepared to share this activity next week. 2.Read the sections of the sample ‘Addition’ Written Calculation Policy (see the module space). Think about how this matches the requirements of the National Curriculum (see below). How do the expectations within the Calculation Policy and the National Curriculum align with your experience of the children you have worked with? Make notes. Read the section of the Appendix to the ‘Addition’ National Curriculum for Mathematics (see the link
6 Addition and Subtraction - Mental calculations, including fluency and reasoning - Mental methods - Developing learning within group work and the, use of resources. Preparatory Reading Thompson I(199) Mental Calculation Strategies for Addition and Subtraction accessed at Haylock D. (2014) Mathematics Explained For Primary Teachers (4th Edition) Chapter 8 Mental strategies for addition and subtraction Write a brief descriptive account of how you are seeing mental mathematics operating in your setting Which resources are used? How effective are they? Insert your account into your mathematics file. LOs 1-3 S2d; S3a; S3b; S3e; S4a; S4b; S4d; S4e; S5a; S5b 7 Addition Written calculation addition Consideration of different methods as shown in the appendix of the new NC The use of learning objectives and success criteria Reading Cotton (2013) Understanding and Teaching Primary Mathematics Chapter 6 Directed Study 1 .Develop an activity for children to learn their number bonds. Ensure that you have included objectives and success criteria. Be prepared to share this activity next week. 2.Read the ‘Addition’ sections of the sample Written Calculation Policy (see the module space). Think about how this matches the requirements of the National Curriculum (see below). How do the expectations within the Calculation Policy and the National Curriculum align with your experience of the children you have worked with? Make notes. Read the ‘Addition’ section of the Appendix to the National Curriculum for Mathematics (see the link Obtain an anonymous copy of a child’s work that illustrates a misconception. Comment on the misconception, including as a minimum:- How the next steps for the pupil were provided? What intervention was undertaken? LOs 1-3 S2d; S3a; S3b; S3e; S4a; S4b; S4d; S4e; S5a; S5b
PGCE_SBL_B_activities_curriculum_and_priority_areas_2016-17.docx