PROBLEM SOLVING,REASONING AND NUMERACY Calculating …

PROBLEM SOLVING,REASONING AND NUMERACY Calculating Scale Point 1 Responds to the vocabulary involved in addition and subtraction in rhymes and games. Context A group performs five fat sausages sizzling in a pan on the carpet and act out the actions. As each sausage pops the children sit down. We follow this up with other groups singing to different rhymes such as “five little speckled frogs”. Observation The children were making play dough sausages and buns and E began to sing the songs we had done. He started to use some of the vocabulary involved in addition and subtraction, for example ‘one went pop, so one gone’.

Singing a counting rhyme, 5 little men in a flying saucer, count-ing down to 0.

PROBLEM SOLVING,REASONING AND NUMERACY

Calculating Scale Point 1 Responds to the vocabulary involved in addition and subtraction in rhymes and games


Calculating Scale Point 2 Recognises differences in quantity when comparing sets of objects Context The class had been collecting leaves for an Autumn display. O and E had a race to collect the most. O and E were keeping score as they went. Observation Child E “I’ve got 5 that more than you” O and E kept on counting and were able to keep score until they had over 10 leaves each.

Scale Point 2 Recognises differences in quantity when comparing sets of objects Murtaza concentrated for 15 minutes, putting the correct amount of compare bears on each paw print. He then told me which one had the most bears on it and which only had 2. We had talked about using the words more and less previously and he could tell me which one had more and which one had less when comparing two sets of paw prints.


Calculating Scale Point 2 Recognises differences in quantity when comparing sets of objects

Why does M. have

2 buddies to read

with and I only

have 1?


Calculating Scale Point 3 Finds one more or one less from a group of up to 5 objects

Lucy was giving out the milk and water for her group. ‘I’ve only got 4 and there are 5, I need 1 more!’


Calculating Scale Point 3 Finds one more or one less from a group of up to 5 objects


Calculating Scale Point 4 Relates addition to combining two groups

F used cubes to make adding towers. He counted how many cubes he had in each tower, then joined them together and counted how many he had altogether. He did this repeatedly over a number of days and thoroughly understands the con-cept of addition as combining two or more groups. Scale Point 4 Relates addition to combining two groups S looked at dinosaurs and said ‘ I need to move them into one field to see how many altogether’ he did this and then counted them one by one- ‘there are six alto-gether’

PROBLEM SOLVING,REASONING AND NUMERACY Calculating Scale Point 4 Relates addition to combining two groups Context M had been involved in focused activities for addition. She had begun to look at recording addition calculations. Observation On the printing table m. used the number stamps to make her own calculations. Although she recorded them backwards she was able to explain them accurately.


Calculating Scale Point 5 Relates subtraction to taking away Context

Child initiated :The children were making models using the large foam shapes. O made a tower and K noticed that it was wobbling.

Scale Point 5 Relates subtraction to taking away

Observation The children began to talk about how to make their tower better. K said “quick take one off then it will be 3” O went on to say “look it’s the same size as me

H did the calculation puzzles independently then decided to write it down, Teacher asked ‘What are you doing H?’ She replied ‘am doing take away sums making the number smaller.’


Calculating Scale Point 5 Relates subtraction to taking away R used the paper cakes to take away a certain amount of cakes each time and say how many were left. She responded to the questioning used and worked on this using practical equipment before and after this activity.

Scale Point 5 Relates subtraction to taking away Context The children had been practicing number rhymes on the carpet. Later in the ses-sion J went to the book corner to get a hand puppet and began to sing the song 5 current buns to herself. Observation The teacher asked J “ how many current buns would there be if I bought 1?” J held up her glove and showed four. The game was continued with the teacher buying two buns J showed 3 fingers on her glove. J repeated this game several times with her friends.

R was using paper cakes and a plate. “I’m eating 2 this time so now there are three left.” She continued to do this eating different numbers of cakes.

PROBLEM SOLVING,REASONING AND NUMERACY Calculating Scale Point 6 In practical activities and discussion, begins to use the vocabulary involved in add-ing and subtracting Context The children were making bead patterns. N decided to make a necklace for herself and begins to make comments. “I am using yellow and blue to make my pattern. I can add 2 more to make 5. I will add another 3 now” She continues until her lace is full. N then notices her bead chain has too many beads on to fasten. “I will need to take 2 off, I think, yes, that fits now” .


Calculating Scale Point 6 In practical activities and discussion, begins to use the vocabulary involved in add-ing and subtracting


Calculating Scale Point 7 Finds one more or less than a number from 1-10 Context The children were asked to peg the numbers one to ten on the washing line in or-der. They then picked a number on the line and called out the number that was one more or less. The children continued this activity using the interactive white-board finding one more or less than a number to 10.

Scale Point 7 Finds one more or less than a number from 1-10 L rolled a die and then told me the number one more and one less. When she was confident I asked her if she could write it down so we could remember what she had done. She worked by herself to write the number she rolled, then the number one more and the number one less.


Calculating Scale Point 7 Finds one more or one less than a number from 1 to 10

C built a tower with 5 bricks independently while playing with a group of children then proceeded to build a tower with six bricks she moved them beside each other to self check. and said ‘yes this is one more because it is one taller’ and she then counted the tower of six bricks, when asked ‘what is one more than five’ she re-plied ‘six’ Then when prompted further ‘what is one less than 6’ she replied ‘5.’


Calculating Scale Point 8 Uses developing mathematical ideas and methods to solve practical problems

Scale Point 8 Uses developing mathematical ideas and methods to solve practical problems

It was snack time for red group. There were 4 apples but 8 children in the group. K said, ‘We could cut them in half then there will be 8 halves and everybody can have some.’

T had brought sweets in for his birthday. ‘I want to share them,’ he said. He then gave everyone a sweet counting down how many were left each time. He con-

tinued to do this until they were all gone.

‘’have we all got the same?’ he said.


Calculating Scale Point 9 Uses a range of strategies for addition and subtraction, including some mental re-call of number bonds


Calculating Scale Point 9 Uses a range of strategies for addition and subtraction, including some mental re-call of number bonds Context The Children were given two hoops with 10 items. They were then to record and talk about different ways of sharing them between the two hoops. The children could record their work e.g. 8+2=10 Observation L split the figures into the hoops and made different number sentences to 10. He then went on to write number sentences onto cards. L continued to adapt his ‘workings’ to calculate doubles. Scale Point 9 Uses a range of strategies for addition and subtraction, including some mental re-call of number bonds I had modelled a subtraction lesson using the number tiles and a stuffed toy the day before. H and M then proceeded to get these tiles out and write some subtrac-tion sums. They decided to set out the number tiles in a track and then take turns to start on a number and jump back to get the answer. They then recorded their workings.

Documents

PROBLEM SOLVING,REASONING AND NUMERACY Calculating …