Mathematics Information Evening. St Peter’s School Mathematics Department . Head of Maths Mrs A Sawa. 2 i/c of Maths Miss A Alkema. Deputy Head/Maths Mrs E Smith. Head of Assessment & Reporting/Maths Mr D Sharp. ID: 138276 Download Presentation

Mathematics Information Evening. St Peter’s School Mathematics Department . Head of Maths Mrs A Sawa. 2 i/c of Maths Miss A Alkema. Deputy Head/Maths Mrs E Smith. Head of Assessment & Reporting/Maths Mr D Sharp.

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Welcome to the Year 7 Mathematics Information Evening

Slide2Mathematics Information Evening

St Peter’s School Mathematics Department Head of Maths Mrs A Sawa2 i/c of Maths Miss A AlkemaDeputy Head/Maths Mrs E SmithHead of Assessment & Reporting/Maths Mr D SharpInclusion Manager/Maths Miss T DasFull Time Maths Mrs J GreggFull Time Maths Mrs L DoranFull Time Maths Mr D Moore

Slide3Mathematics Information Evening

Aims for tonight:Share our aims of the Mathematics DepartmentRecent resultsLesson formatExamples of work setNew methodsUseful websites

Slide4Mathematics Information Evening

The

aims of the Mathematics Department are:to give each pupil a healthy safe environment for learning, enabling them to maximise their own personal targets and achievement. to provide a challenging academic curriculum to develop problem solving skills. to bring awareness to pupils of mathematics all around us through our curriculum. to encourage communication of ideas and sharing of information. to promote self esteem by valuing and affirming every individual for their efforts and achievements in our curriculum area.

Slide5Mathematics Information Evening

Results 2013:

KS3 L8 12 % L5 + 97 %KS4Maths Y11 A* - A 34 % A* - C 89 %Stats Y10 A* - A 41 % A* - C 87 %KS5 Maths A* - B 81 % A* - E 100 %Further Maths A* - C 83% A* - E 100 %

Slide6Mathematics Information Evening

Lesson Structure

Students have 3 x 1hr lessons per week.Emphasis in Y7 is on mental maths and written calculations.Lessons consist of Starter Main activities PlenaryStarter: short activity designed to start students thinking mathematicallyMain Activities: these can be multiple activities which introduce new concepts and have elements of sustained learning either independently, in pairs or as group work. Students are encouraged to discuss and share their methodology to the rest of the classPlenary: recaps main learning points from the lesson

Slide7

Assessment & ReportingHomework is set 2 out of the 3 lessons.Marked in class the next lesson, by students or peers.Immediate feedback, extra practice if required, move onto next part of the topic.Books taken in fortnightly to assess progress and give formal feedback.Progress Trackers outline aspects of topic covered, these are filled in at the start and at the end of the topic.Topics last for 3-5 lessons and tested formally then levelled.Levels are entered onto One Place.Parents’ Evening is Thursday 23rd January

Mathematics

Information Evening

Slide8Progress Tracker

Mathematics Information Evening

Slide9Oneplace: Student view

Mathematics Information Evening

Slide10Mathematics Information Evening

Starter:

Slide11Mathematics Information Evening

Starter:

Slide12Mathematics Information Evening

Example of an activity for Multiplication:

Slide13Mathematics Information Evening

Plenary:

Slide14Mathematics Information Evening

This is also known as the

GELOSIAN

method.

There are 3 main methods we use for multiplication

Slide1531.6 x 6.8

3 1

.

6

6

.

8

1

8

0

6

3

6

2

4

8

0

8

4

8

8

1

4

1

1

1

2

Ans = 214.88

.

Slide1615.3 x 2.4

1 5

.

3

2

.

4

Ans

=

.

Slide17Mathematics Information Evening

Box Method: 361 x 46 300 60 1

40

6

12000

2400

40

1800

360

6

Add up the 6 boxes to get, Ans = 16,606

This is often used well with whole numbers, but when there are decimals the place value causes problems.

Slide18Mathematics Information Evening

Traditional Method

Students often forget to add the ‘0’ when x by 10

Slide19Mathematics Information Evening

What else do we offer in the department?Junior Maths Challenge - Thursday 1st May 2014Inter Surrey Schools QuizGames ClubMaths Club – Cipher competition with Southampton UniPuzzle of the Week

Slide20Mathematics Information Evening

Outside of the maths classroom what else is happening to support students’ maths?How can you help support your student with their maths?

Useful Websites:

www.cimt.plymouth.ac.ukwww.mymaths.co.ukhttp://www.bbc.co.uk/bitesize/ks3/maths/http://www.kangaroomaths.com/kenny.php

Slide21spchs

radius

www.mymaths.co.uk

Slide22Unique 3 digit code

Unique 3 letter code

Slide23H/W may appear here or here

Once a task has been done refresh the page

Completed task list with results – tasks can be redone here

Topics can be selected specific to any level

Slide24Slide25

Level 5 topics can be filtered out to give fewer topic options

Topics from the four main strands can be selected

Slide26Levels in Maths:

Level 5 – detailed outline Year 7s on Level 6 Levels to grades Where to find extra information:http://www.kangaroomaths.com/kenny3.php?page=KassessKS3#lp

Slide27Level

5 – ASSESSMENT CRITERIA

Number and Algebra

I

u

nderstand and can use decimal notation and place value

e.g.

I

know that in

5.239 the digit 9 represents nine thousandths, which is written as 0.009

I

can

multiply and divide integers and decimals by 10, 100, 1000 and explain

the effect

e.g. I can answer questions like

4

÷ ? = 0.04, 0.4 x 10 = ?,

?

x 1000 = 40 000, 0.4 ÷ ? = 0.004

I

can round decimals to the nearest decimal place

I

can put negative numbers in order

I

can recognise and use number patterns and relationships

e.g.

I

can tell if a number can be divided by 25

I

can

identify equivalent fractions and order fractions and decimals

I

can cancel

fractions to their simplest form by looking for highest common factors

I

can understand simple ratio problems

e.g.

In

the gym club there are 2 boys for every 3 girls. There are 30 children at the club. How many boys are there?

I

can c

alculate, including using all four operations, with decimals to 2 places

e.g. 543.65

+ 45.8 764.78 – 56.4 6.24 x 8 239.22

÷

6

I

can use a calculator where appropriate to calculate fractions and percentages of amounts

e.g. What is 14.5% of 56 litres?

I

can m

ultiply and divide three-digit by two-digit whole numbers without a calculator

e.g. I can calculate

673 × 24, 806 ÷ 26

I

can solve simple problems involving ordering, adding and subtracting negative numbers

e.g. I can calculate 62 + -51, 5 - -3, -3 + ? = 7, -2 - ? = 7

I

can solve simple problems involving ratio and direct proportion

e.g.

If

1 litre of fruit drink contains 200ml of orange juice, how much orange juice is there in 1.5 litres of fruit drink?

I

can e

stimate using approximations and check by using inverse operations

e.g.

I

know that 786

÷

38 is about 800

÷

40

.

I

can use a calculator to check

3 ÷ 7 = 0.4285714… with 7 x 0.4285714

I

can construct expressions and use simple formulae

e.g.

I

u

nderstand that a letter can stand for an unknown number or variable number and not a label, e.g. ‘5a’ cannot mean ‘5 apples’

I

can u

se and interpret coordinates in all four quadrants

e.g.

If

I am given the coordinates of three vertices of a parallelogram, I can find the

fourth.

Slide28Level

5 ASSESSMENT CRITERIA

Geometry and Measures,

Data

Handling

I

can

identify all the symmetries of 2-D shapes

e.g.

recognise

line symmetry and rotation symmetry

I

can correctly describe angles e.g. acute, obtuse, reflex

I

know and can use the total of the angles a triangle

e.g.

I

can calculate ‘missing angles’ in triangles

I

know and can use the total of the angles at a

point

I

can transform shapes and make sense of the way their position

changes

e.g.

I

can reflect, rotate and translate shapes

I

can measure and draw angles to the nearest degree

e.g.

I

can measure and draw reflex angles to the nearest degree

I

can construct shapes accurately

e.g.

I

can construct a triangle given the length of two sides and the angle between them

I

can

read and interpret scales on a range of measuring instruments and

explain what each labelled division represents on a scale

I

can solve problems that involve converting units

e.g.

Change

750 g into

kilograms, I

can work out approximately how many km are equivalent to 20 miles

I

can make sensible estimates of a range of measures in everyday situations

I

know

and can

use the formula for the area of a rectangle

I

know the difference between area and perimeter

e.g.

I

can find the length of a rectangle given its perimeter and width

I

can ask questions, plan how to answer them and collect the data I need

I

can work out probabilities based on equally likely outcomes and experimental evidence

e.g.

I

can compare the likelihood of numbers on two spinners

I

understand and can use the probability scale from 0 to 1

I

understand and can use the mean of discrete data

I

can c

ompare two simple distributions using the range and one of the mode, median or mean

I

understand that different outcomes may result from repeating an experiment

I

can i

nterpret diagrams and graphs, including pie charts, and draw conclusions

I

can create and interpret line graphs for suitable data

Slide29Reinforcement of numeracy concepts outside the classroom

Positive attitudes build positive beliefs

“ …. I could never do any of that at school ….” anonymous parent

Slide30Mathematics Information Evening

Thank you for listening!If you have any further questions then please contact:Mrs Sawa or Miss Alkemaasawa@st-peters.surrey.sch.ukaalkema@st-peters.surrey.sch.ukTel: 01483 534654

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