When they danced as couples one person was left over.
When they danced in threes one person was left over.
When they danced in fours one person was left over.
When they danced in fives one person was left over.
Mathematics at BSM
| Maths At BSM At Blandford St Mary Primary School there is a daily mathematics lesson in each class lasting up to one hour depending on the age group. The lesson addresses the requirements of the National Curriculum for Mathematics. The key features of a lesson include: · Interactive whole class/group teaching – using AfL techniques set out in the Teaching & Learning policy · The use of mental methods leading to effective use of written methods · Development of the children’s mathematical vocabulary · An effective pace · Manageable and effective differentiation On the tabs above are links to: skills pyramids outlining objectives and methods relating to different year groups for addition, subtraction, multiplication and division. As well as resources in many other areas. |  |
Wednesday, January 30, 2013
Dancing Problems?
How many people were at the dance?
When they danced as couples one person was left over.
When they danced in threes one person was left over.
When they danced in fours one person was left over.
When they danced in fives one person was left over.
When they danced as couples one person was left over.
When they danced in threes one person was left over.
When they danced in fours one person was left over.
When they danced in fives one person was left over.
Monday, January 7, 2013
Researching Mathematics Provision
Recently children and teaching staff have used a research process known as the Nominal Group Technique to help identify how to children could do even better at maths. As part of the research the the participants thought how children could improve at maths and then voted for the ideas that they thought were the most important. The results were enlightening and have been used to target additional support.
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